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Friday, April 23, 2010

Medical Education and the ACGME Duty Hour Requirements: Assessing the Effect of a Day Float System on Educational Activities


Author: Steve Roey a
Affiliation:  a Department of Medicine, Santa Clara Valley Medical Centre, San Jose, California, USA.
DOI: 10.1207/s15328015tlm1801_7
Publication Frequency: 4 issues per year
Published in: journal Teaching and Learning in Medicine, Volume 18, Issue January 2006 , pages 28 - 34
Formats available: PDF (English)
Article Requests: Order Reprints : Request Permissions
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Background: In July 2003, the Accreditation Council for Graduate Medical Education (ACGME) instituted new resident work hour mandates, which are being shown to improve resident well-being and patient safety. However, there are limited data on the impact these new mandates may have on educational activities. Purposes: To assess the impact on educational activities of a day float system created to meet ACGME work hour mandates. Methods: The inpatient ward coverage was changed by adding a day float team responsible for new patient admissions in the morning, with the on-call teams starting later and being responsible for new patient admissions thereafter. I surveyed the residents to assess the impact of this new system on educational activities-resident autonomy, attending teaching, conference attendance, resident teaching, self-directed learning, and ability to complete patient care responsibilities. Results: There was no adverse effect of the day float system on educational activities. House staff reported increased autonomy, enhanced teaching from attending physicians, and improved ability to complete patient care responsibilities. Additionally, house staff demonstrated improved compliance with the ACGME mandates. Conclusions: The implementation of a novel day float system for the inpatient medicine ward service improved compliance with ACGME work duty requirements and did not adversely impact educational activities of the residency training program.

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