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Hospitals provide inpatient and outpatient services. Inpatient services provide care to patients that stay in the hospital for an extended period, ranging from days to months. Examples of inpatient services include intensive care units, hospital wards, or surgeries. Outpatient services provide care to patients who come to a hospital for a diagnostic or treatment but do not stay overnight —for example, diagnostic tests, surgical procedures, or health education.
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The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
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The Problem-Oriented Medical Record (POMR) revolutionized medical record-keeping by introducing a systematic approach focusing on the patient's problems rather than merely listing symptoms. Dr. Lawrence Weed's introduction of this method in the 1960s marked a significant advancement in medical documentation. The POMR framework consists of four key components: the database, problem list, plan of care, and progress notes.
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Hospitalist workload and resident evaluations.

Robert Robinson1

  • 1Southern Illinois University School of Medicine, Department of Internal Medicine, Springfield, Illinois, USA.

The Clinical Teacher
|January 22, 2015
PubMed
Summary

Clinical productivity metrics do not impact resident evaluations of hospitalist educators. This suggests workload may not be a barrier to academic promotion for these clinician educators.

Area of Science:

  • Medical Education
  • Academic Medicine
  • Hospitalist Practice

Background:

  • Academic hospitalists serve as crucial clinician educators for resident physicians.
  • Hospitalists experience lower promotion rates compared to traditional internal medicine faculty.
  • A potential conflict exists between clinical productivity demands and teaching time, impacting hospitalist promotion.

Purpose of the Study:

  • To investigate the relationship between hospitalist clinical productivity and resident learner evaluations.
  • To determine if clinical workload influences teaching effectiveness as perceived by residents.

Main Methods:

  • Retrospective analysis of data from 2009-2012 at Southern Illinois University School of Medicine.
  • Collected data on hospitalist clinical productivity (wRVUs, patient encounters, duty days).

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  • Correlated productivity metrics with resident evaluations across core competencies.

    • Main Results:

    • Analysis included 41 annual datasets from 18 hospitalists.
    • No significant correlations were found between clinical productivity measures and resident evaluation scores.
    • This indicates workload does not significantly affect how residents perceive their educators.

    Conclusions:

    • Hospitalist clinical workload does not significantly influence resident evaluations.
    • Findings align with studies on emergency medicine and anesthesiology faculty.
    • Results may inform staffing models and promotion criteria for academic hospitalists.