Innovations in Education

Journal of General Internal Medicine

, Volume 25, Issue 2, pp 129-134

Hand-off Education and Evaluation: Piloting the Observed Simulated Hand-off Experience (OSHE)

  • Jeanne M. FarnanAffiliated withSection of Hospital Medicine, Department of Medicine, The University of Chicago Email author 
  • , J. A. M. ParoAffiliated withThe University of Chicago, Pritzker School of Medicine
  • , R. M. RodriguezAffiliated withThe University of Chicago, Pritzker School of Medicine
  • , S. T. ReddyAffiliated withSection of Hospital Medicine, Department of Medicine, The University of ChicagoThe University of Chicago, Pritzker School of Medicine
  • , L. I. HorwitzAffiliated withCenter for Outcomes Research and Evaluation, Yale-New Haven Hospital, New Haven CT; Section of General Internal Medicine, Department of Medicine, Yale University School of Medicine
  • , J. K. JohnsonAffiliated withCentre for Clinical Governance Research, Faculty of Medicine, University of New South Wales
  • , V. M. AroraAffiliated withSection of General Internal Medicine, Department of Medicine, The University of ChicagoThe University of Chicago, Pritzker School of Medicine

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Abstract

Aim

The Observed Simulated Hand-off Experience (OSHE) was created to evaluate medical students’ sign-out skills using a real-time assessment tool, the Hand-off CEX.

Setting

Thirty-two 4th year medical students participated as part of an elective course.

Program description

One week following an interactive workshop where students learned effective hand-off strategies, students participated in an experience in which they performed a hand-off of a mock patient using simulated history and physical examination data and a brief video.

Program evaluation

Internal medicine residents served as standardized hand-off receivers and were trained on expectations. Students were provided feedback using a newly developed Hand-off CEX, based on the “Mini-CEX,” which rates overall hand-off performance and its components on a 9-point Likert-type scale. Outcomes included performance ratings and pre- and post-student self-assessments of hand-off preparedness. Data were analyzed using Wilcoxon signed-rank tests and descriptive statistics. Resident receivers rated overall student performance with a mean score of 6.75 (range 4–9, maximum 9). Statistically significant improvement was observed in self-perceived preparedness for performing an effective hand-off (67% post- vs. 27% pre-reporting ‘well-prepared,’ p < 0.009).

Discussion

This brief, standardized hand-off training exercise improved students’ confidence and was rated highly by trained observers. Future work focuses on formal validation of the Hand-off CEX instrument.

Key Words

hand-offs simulation residency education