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A Responsible Educational Handover: Improving Communication to Improve Learning
Helen K Morgan1, George C Mejicano, Susan Skochelak
1H.K. Morgan is clinical associate professor of obstetrics and gynecology and learning health sciences, University of Michigan Medical School, Ann Arbor, Michigan. G.C. Mejicano is senior associate dean for education and professor of medicine, Oregon Health & Science University, Portland, Oregon. S. Skochelak is group vice president, Medical Education, American Medical Association, Chicago, Illinois. K. Lomis is vice president of undergraduate medical education innovations, American Medical Association, Chicago, Illinois. R. Hawkins is president and CEO, American Board of Medical Specialties, Chicago, Illinois. A.R. Tunkel is senior associate dean for medical education and professor of medicine and medical science, Warren Alpert Medical School of Brown University, Providence, Rhode Island. E.A. Nelson is associate dean of undergraduate medical education and distinguished teaching professor, Dell Medical School, University of Texas at Austin, Austin, Texas. D. Henderson is associate dean for student affairs, associate dean for multicultural and community affairs, and associate professor of family medicine, University of Connecticut School of Medicine, Farmington, Connecticut. A.V. Shelgikar is clinical associate professor of neurology, University of Michigan Medical School, Ann Arbor, Michigan. S.A. Santen is senior associate dean of assessment, evaluation, and scholarship and professor of emergency medicine, Virginia Commonwealth University School of Medicine, Richmond, Virginia.
The transition from undergraduate to graduate medical education (GME) needs improvement. Recommendations for an educational handover aim to enhance learner performance and patient care by focusing on continuous quality improvement.
Area of Science:
- Medical Education
- Competency-Based Education
- Healthcare Professional Development
Background:
- The transition from undergraduate medical education (UME) to graduate medical education (GME) is often fragmented.
- Current UME-GME transitions prioritize competitive preparedness over actual patient care readiness.
- A seamless educational continuum is a core principle of competency-based medical education.
Purpose of the Study:
- To propose recommendations for developing a responsible educational handover from UME to GME.
- To shift focus from "appearing competitive" to "actual preparation" for residency.
- To improve learner performance and patient care through enhanced communication.
Main Methods:
- Discussion and debate at the American Medical Association's Accelerating Change in Medical Education consortium meeting.
- Development of 5 key recommendations for an educational handover process.
- Focus on learner performance measures for continuous quality improvement.
Main Results:
- Five recommendations for creating an effective educational handover were outlined.
- Emphasis on providing medical school performance data for learner improvement.
- Advocacy for a standardized, learner-driven process with individualized learning plans.
Conclusions:
- Implementing an educational handover can foster a more seamless UME-GME transition.
- Recommendations support continuous quality improvement and learner-centered development.
- Investment in infrastructure is crucial for supporting learner improvement in medical education.
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