Background: House staff work-hour regulations have required residency programs to reengineer inpatient services. However, few data describe how house staff workload on a patient's day of admission or on subsequent hospital days influences patient outcomes.
Methods: Retrospective cohort analysis of 5742 adults admitted to an academic general medical service between July 1, 1998, and June 30, 2001.
Results: After multivariate risk adjustment for patient severity and other structural factors, we found that 2 different measures of house staff workload significantly affected patient outcomes. House staff workload increases on the day of admission, defined as each additional team admission on a patient's admission day, increased length of stay (difference, 3.09%; 95% confidence interval [CI], 2.22%-3.96%), total costs (difference, 2.31%; 95% CI, 1.29%-3.33%), and risk of inpatient mortality (odds ratio, 1.09; 95% CI, 1.02-1.15). Patients had an even higher mortality risk when more than 9 patients were admitted to their team on their admission day. In contrast, house staff workload increases during the patient's entire stay, defined as every additional patient added to the team average census, reduced length of stay (difference, -5.30%; 95% CI, -4.54% to -6.07%) and total costs (difference, -5.11%; 95% CI, -4.20% to -6.00%). Reductions in length of stay and costs were most striking when the team average census exceeded 15 patients.
Conclusions: Our findings suggest that higher house staff workload on admitting days-when fewer backup resources are available-increases resource use and may increase inpatient mortality. Conversely, a higher average team census was associated with reduced resource use, perhaps reflecting service-level adaptations to workload. Future studies should confirm these findings in larger trials.
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http://dx.doi.org/10.1001/archinte.167.1.47 | DOI Listing |
JMIR Med Educ
January 2025
Department of Anesthesiology, Washington University School of Medicine, 660 S Euclid Avenue, Saint Louis, MO, United States, 1 3149565620.
Background: Mentoring, advising, and coaching are essential components of resident education and professional development. Despite their importance, there is limited literature exploring how anesthesiology faculty perceive these practices and their role in supporting residents.
Objective: This study aims to investigate anesthesiology faculty perspectives on the significance, implantation strategies, and challenges associated with mentorship, advising, and coaching in resident education.
Med Educ Online
December 2025
Computer Science and Information Engineering, National Central University, Taoyuan, Taiwan.
Background: Medical Humanities (MH) curricula integrate humanities disciplines into medical education to nurture essential qualities in future physicians. However, the impact of MH on clinical competencies during formative training phases remains underexplored. This study aimed to determine the influence of MH curricula on internship performance.
View Article and Find Full Text PDFInt J Environ Res Public Health
December 2024
Department of Communication Disorders and Occupational Therapy, College of Education and Health Professions, University of Arkansas, Fayetteville, AR 72701, USA.
For people experiencing homelessness (PEH), the provision of affordable housing has been recognized as the most crucial intervention for improving housing stability and facilitating substance abuse treatment. However, evidence indicates that providing housing does not significantly improve substance abuse, mental health, or physical health outcomes. Optimal participation in essential daily activities has been shown to improve health outcomes and support independent living, but there is limited research that identifies activity performance priorities among PEH living in transitional housing.
View Article and Find Full Text PDFBMC Med Educ
January 2025
Kidney Disease Center and Medical Education Department, The First Affiliated Hospital, Zhejiang University School of Medicine, 79 Qingchun Road, Hangzhou, Zhejiang, 310003, China.
Background: In modern clinical settings, interdisciplinary clinical reasoning skills and associated education are pivotal and should be encouraged for residency training.
Methods: An interdisciplinary course on clinical reasoning was developed for residents based on ADDIE (Analysis, Design, Development, Implementation, and Evaluation) model. We collected frequently encountered consultation cases as our teaching resources with the methods of scenario case-based learning.
BMC Med Educ
January 2025
Department of Family Medicine, National Cheng Kung University Hospital, College of Medicine, National Cheng Kung University, Tainan City, Taiwan.
Background: The six core competencies of ACGME - patient care (PC), medical knowledge (MK), systems-based practice (SBP), practice-based learning and improvement (PBLI), professionalism (PROF), and interpersonal and communication skills (ICS) - represent domains in which physicians must ultimately demonstrate competence. Although the ACGME's six core competencies have been applied in Taiwan with the milestone project, the application of the six core competences in the Family Medicine milestones for residency training have not yet been established.
Methods: We recruited 61 family medicine physicians from 25 hospitals from four major geographic areas for a Delphi round one survey and 72 physicians from 27 hospitals for a Delphi round two survey.
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