Presentation given at Workshop 22 Jahrestagung der Gesellschaft für Medizinische Ausbildung, 27.09.2013, GMA2013, Graz, Austria. http://portal.ou.nl/documents/363049/fd32b9eb-df7b-4b18-bf5a-d9560425625e http://creativecommons.org/licenses/by-nc-sa/3.0/ Sopka, S., Druener, S., Stieger, L., Hynes, H., Stoyanov, S., Orrego, C., Secanell, M., Maher, B., Henn, P., Drachsler, H. (2013). Standardized Medical handovers – How to Learn, teach and implement? Workshop at Jahrestagung der Gesellschaft für Medizinische Ausbildung (Annual Meeting of the Society for Medical Education), Graz, Austria.

1. Workshop 22
27.09.2013 Jahrestagung der Gesellschaft für Medizinische Ausbildung, GMA2013, Graz, Austria
,
Standardisierte Medizinische Übergaben
Wie lernen, lehren und implementieren?
Saša Sopka, Susanne Druener, Lina Stieger, Helen Hynes, Slavi Stoyanov,
Carola Orrego, Mariona Secanell, Bridgit Maher, Pat Henn, Hendrik Drachsler

2. Workshop structure
1. Short introduction of participants (20 min)
(1 sentence + expectations on card)
2. Project summary of PATIENT (20 min)
3. Group work (4-5 people) (30 min)
A) Which challenges do you see for implementation of a
handover study module at your university?
B) How would you face/resolve those challenges?
presentation of group work results
4. Discussion (20 min)
!
!

3. Objectives
1. PATIENT project
2. Knowledge
transfer
3. Invite you
to become
partners

4. What is a HANDOVER?
Shorter hospitalizations, more frequent patient transitions
high demands on the quality of clinical handovers

5. WHO High 5 Patient Safety
The World Health Organization (WHO) lists
accurate handovers as one of its High 5
Patient Safety initiatives.
!
Training of handover skills would appear to be
a promising approach to improve the quality
of patient continue care.
WHO Patient Safety Curriculum Guide.
Published October 2011.

6. Providing modern and innovative
learning experiences

7. Providing modern and innovative
learning experiences

8. Expected Impact
The HANDOVER study module aims to:
1. During the lifetime of the project around 120 students will
be reached while piloting the handover module.
1. FAD (20 medical students, 20 nurses)
2. UCC (40 medical students)
3. UKA (40 medical students)
2. After the PATIENT project is completed, 550 to 650
students will be reached on a yearly basis.
1. UKA: 220 – 250
2. UCC: 150 – 180
3. FAD: 60 + 140 nurses

9. WP2 - Needs Analysis
!
Carola
Orrego,
Mariona
Scannell,
Avedis
Donabedian
University
Ins7tute,
Barcelona,
Spain

10. Objectives of WP3
Training Needs Analysis (TNA):
To assess, identify and analyse the educational
needs of under-graduate medical students
relating to the transfer of clinical information in key
situations.

11. Dimensions of the TNA
A. Importance and confidence about
some competences related with
Handover practices
!
B. Attitudes and awareness about
Handover experiences in clinical
practice
C. Curriculum content about handover
D. Preferences and confidence about
the learning environment

12. Identified Student Needs
SELF ASSESSMENT
• Develop a discharge plan
• Write a complete and accurate
discharge letter
• Make appropriate patient referrals
• Use of standardized tools and
methods for handover processes
CURRICULUM CONTENT
•Stress management
•Content of handover (patients, doctors,
others)
•Reporting of adverse events
•Patients understanding
•Speaking up (incidents/problems)
LEARNING PREFERENCES
ATTITUDES AND AWARENESS
•The use of standardized tools
•How to perform a proper handover
•How to deal with/respond to
medical error
•To deal with conflict resolution
•Students prefer to learn handover in clinical
environment (simulations & online course)
•Enough technical skills for online course
•In term of access e-learning is advantageous
•Confidence about using social network
•Uncertainty about simulated ward
effectiveness

13. Conclusions from the TNA
• To build an integrative
handover training
module
!
• An online approach is
possible, feasible and
well accepted
• We should consider to include an interactive and
personal approach between students / academics.

14. Conclusions from the TNA
To improve knowledge, attitudes and
skills about handover process we need
to consider:
!
• Specific procedures and activities as
use of standardization tools
(admission, medication, discharge)
and methods for handover
!
• Generic and more cultural aspect as
error disclosure, conflict resolution,
stress management.

15. WP3 - Learning Outcomes
!
Helen
Hynes,
Pat
Henn
University
College,
Cork,
Ireland

16. Group Concept Mapping

17. Work Package 3!
• Results:!
• Sorting: 22 participants!
• Experts - 75% (15/20) greater than 10
years professional experience!
Participant Question
%
0 years
0
0.00
3
13.64
6-10 years
2
9.09
More than 10 years
15
68.18
did not respond
TOTAL
Frequency
1-5 years
Professional experience
Option
2
9.09
22
100.00
Helen Hynes, P at Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!

18. The Point Map
10
77
34
98
76
16
1
47 82
30
55
83
29
89
13
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91
54
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80 99

19. WP 3 Statements and Clusters!
Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!

20. The cluster map
The cluster map
!
!
98.
to98.
an in advance designed standardized handoverget
to get an in advance discharge letter
letter instead of a longdesigned standardized
handover-letter instead of a long discharge
34.
toletter
a discharge letter in the simulated clinical
write
34.
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to write a discharge letter in the simulated
clinical environment
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Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
97.
appreciate that a timely handover is
the basis for continuity of care
66.
that the students will explain why
handovers of care are necessary in
clinical medicine

21. The cluster map
!
98.
to get an in advance designed standardized handoverletter instead of a long discharge letter
34.
to write a discharge letter in the simulated clinical
environment
10
77
34
98
76
16
1
47 82
30
55
83
29
89
13
69
91
54
53
4
57
62
42
5 96
43
100
27
93
84
37
59
94
41
31
107
88
19
67
75
105
46
104
15
12
101
45
81
50 36
24
106
28
65 74
38
8
20
9
26
86
73
95
70
103
90
68
44
92 78
7
2
11
17
56
60
85 66
22
51
63
33 72
97
21
35
18
48
6
58
3
32
40
52
102
71 39
61
79 23
64
49
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87
14
Helen Hynes, Pat Henn, Bridget Maher, Slavi Stonoyav, Hendrik Drachsler!
80 99
97.
appreciate that a timely handover is
the basis for continuity of care
66.
that the students will explain why
handovers of care are necessary in
clinical medicine

22. 10 Cluster labels

23. WP4 - Implementation
!
Sasa
Sopka,
Susanne Druener, Lina Stieger,
Hana Schroeder
RWTH
Aachen
University,
Germany

25. WP4 Tasks
• Integrating Outcomes of
WP2 and WP3
• Development Standardization of
curriculum considering the different
environment
• Assessment method with evidencebased outcomes
• Creating a training concept
transferable and applicable in
different settings
• Interprofessional and intercultural aspects in development of the
curriculum

26. Group work
4-5 people (30 min)
A) Which challenges do you see for
implementation of a handover study module
at your university?
B) How would you face/resolve those
challenges?

27. Many thanks for your attention!
This silde is available at:
http://www.slideshare.com/Drachsler
Email:
hendrik.drachsler@ou.nl
Skype:
celstec-hendrik.drachsler
Blogging at: http://www.drachsler.de
Twittering at: http://twitter.com/HDrachsler
!