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Optimising the educational value of indirect patient care
Danielle O'Toole1, Marina Sadik1, Gabrielle Inglis1
1Department of Family Medicine, McMaster University, Hamilton, Ontario, Canada.
Medical Education
|August 16, 2022
Summary
Indirect patient care activities (IPCAs) are a growing burden for physicians. This study found that framing IPCAs as an educational opportunity, rather than a burden, can better prepare residents for practice.
Area of Science:
- Medical Education
- Physician Training
- Family Medicine
Background:
- Indirect patient care activities (IPCAs) consume significant physician time, contributing to burnout and job dissatisfaction.
- Optimal preparation for IPCA-heavy specialties like family medicine remains unclear.
Purpose of the Study:
- To investigate how residency programs can optimize indirect patient care activities (IPCAs) for residents.
- To prepare residents for the demands of indirect patient care in their future practice.
Main Methods:
- Constructivist Grounded Theory approach.
- Focus groups and individual interviews with 42 clinicians (residents, early career physicians, educators).
- Iterative data analysis using constant comparative analysis.
Main Results:
- Residents, early career physicians, and educators perceive the educational value of IPCAs differently.
- Residents view IPCAs as a burden, while educators see them as a skill-building opportunity.
- Recommendations include clarifying expectations, addressing equity, understanding purpose, and ensuring consistency in teaching IPCAs.
Conclusions:
- Indirect patient care activities (IPCAs) are a crucial competency requiring explicit pedagogical attention.
- Failure to highlight educational opportunities in IPCAs can hinder residents' development of essential practice management and administrative skills.
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