Original Publication
Open Access

I-PASS Handoff Curriculum: Computer Module

Published: October 5, 2013 | 10.15766/mep_2374-8265.9337

Included in this publication:

  • I-PASS Handoff Curriculum Online Module.docx
  • Instructions for Downloading & Launching Offline Module.docx
  • Lesson 1.zip

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

The I-PASS Computer Module provides a unique platform for asynchronous, individualized learning of key elements of the I-PASS curriculum. It features embedded knowledge questions which provide an evaluation of learners’ understanding of each of the major I-PASS concepts. In addition, individual subtopics may be accessed separately if one wishes to refresh knowledge of certain components of the I-PASS Curriculum. Video elements, supplemental printable documents, and test your knowledge questions are integrated into the module. In brief, we found in a detailed review of 10,740 patient admissions that a 23% reduction in medical errors and a 30% reduction in injuries due to medical errors (preventable adverse events) occurred following implementation of the I-PASS Handoff Bundle in nine academic medical centers. In direct observation of thousands of hours of resident workflow (time motion analysis) before and after implementation of the program, conducting handoffs using the I-PASS method was found to require no more time per handoff, and resident workflow throughout the shift was likewise unchanged, including no change in the amount of time spent at the computer or in direct patient care.


Educational Objectives

By the end of this module, the learner will be able to:

  1. Describe the importance of effective communication in reducing medical errors.
  2. Apply effective team training strategies to improve handoffs.
  3. Detail the essential content and sequence of effective handoffs.

Author Information

Sharon Calaman, MD: Drexel University College of Medicine

Nancy Dollase Spector, MD: St. Christopher's Hospital for Children

Amy J. Starmer, MD, MPH: Boston Children's Hospital

Jennifer K. O'Toole, MD, MEd: Cincinnati Children's Hospital

April D. Allen, BA, MA: Boston Children's Hospital

Lisa L. Tse, BS: Children's Hospital Boston

James F. Bale, MD: Primary Children's Medical Center

Zia Bismilla, MD: The Hospital for Sick Children

Maitreya Coffey, MD, FAAP, FRCPC: University of Toronto Department of Paediatrics

F. Sessions Cole, MD: Children's Hospital St. Louis

Lauren Destino, MD: Lucile Packard Children's Hospital

Jennifer Everhart, MD: Lucile Packard Children's Hospital

Jennifer Hepps, MD: National Capital Consortium on Pediatric Residency

Madelyn Kahana, MD: Lucile Packard Children's Hospital

Robert McGregor, MD: St. Christopher's Hospital for Children

Shilpa Patel, MD: Kapi'olani Medical Center for Women and Children

Glenn Rosenbluth, MD: UCSF Benioff Children's Hospital

Rajendu Srivastava, MD, MPH: Primary Children's Medical Center

Adam Stevenson, MD: Primary Children's Medical Center

Daniel West, MD: UCSF Benioff Children's Hospital

Theodore Sectish, MD: Boston Children's Hospital

Christopher Landrigan, MD, MPH: Boston Children's Hospital

Clifton E. Yu, MD: Walter Reed National Military Medical Center, National Capital Consortium on Pediatric Residency Program

Joseph Lopreiato, MD: Doernbecher Children's Hospital

I-PASS Education Executive Committee


Disclosures
Drs. Landrigan and Srivastava are supported in part by the Child Health Corporation of America for their work on the PRIS Research Network Executive Council. Dr Starmer is supported in part by an institutional K12 award from Oregon Health and Science University and the Agency for Health Care Research and Quality, grant 1K12HS019456-01. This work was developed with input from the IIPE and the PRIS Network.

Funding/Support
This educational module was supported by an unrestricted medical education grant from Pfizer, as well as a grant from the US Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation (# 1R18AE000023-01), in addition to an in-kind sponsorship from both the Initiative for Innovation in Pediatric Education (IIPE) and Pediatric Research in Inpatient Settings (PRIS).

Prior Presentations
Starmer AJ, Sectish TC, Simon D, Landrigan CP. Impact of a resident handoff bundle on medical error rates and written handoff miscommunications. Presented at: Pediatric Academic Societies Annual Meeting; 2011; Denver, CO.


References

  1. Agency for Healthcare Research and Quality. TeamSTEPPS Curriculum Tools and Materials. http://www.ahrq.gov/. N.p., n.d. Web. 6 Feb 2012. http://teamstepps.ahrq.gov/abouttoolsmaterials.htm. 
  2. Bordage, G. Prototypes and Semantic Qualifiers: From Past to Present. Medical Education. 41.12 (2007): 1117-21. http://dx.doi.org/10.1111/j.1365-2923.2007.02919.x
  3. Cohen, M.D., and Hilligoss, P.B. The Published Literature on Handoffs in Hospitals: Deficiencies Identified in an Extensive Review. Quality and Safety in Health Care. 19.6 (2010): 493-497. http://dx.doi.org/10.1136/qshc.2009.033480 
  4. Kaplan, D.M. Perspective: Whither the Problem List? Organ-Based Documentation and Deficient Synthesis by Medical Trainees. Academic Medicine. 85.10 (2010): 1578-1582. http://dx.doi.org/10.1097/ACM.0b013e3181f06c67
  5. Solomon, B. A., and Felder, R.M. Index of Learning Styles Questionnaire. North Carolina State University. N.p., 2011. Web. 6 Feb 2012. http://www.engr.ncsu.edu/learningstyles/ilsweb.html. 
  6. Starmer, A.J., Spector, N.D., Srivastava, R., Allen, A.D., Landrigan, C.P., Sectish, T.C. et al. I-PASS, a Mnemonic to Standardize Verbal Handoffs. Pediatrics. 129.2 (2012): 201-204. http://dx.doi.org/10.1542/peds.2011-2966


Citation

Calaman S, Spector N, Starmer A, et al. I-PASS handoff curriculum: computer module. MedEdPORTAL. 2013;9:9337. https://doi.org/10.15766/mep_2374-8265.9337