Telephone referral education, and evidence of retention and transfer after six-months

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Background: Effective communication between clinicians is essential for safe, efficient healthcare. We undertook a study to determine the longer-term effectiveness of an education session employing a structured method to teach referral-making skills to medical students. Methods: All final year medical students received a forty-five minute education intervention consisting: discussion of effective telephone referrals; video viewing and critique; explanation, demonstration and practice using ISBAR; provision of a memory aid for use in their clinical work. Audio recordings were taken during a subsequent standardised simulation scenario and blindly assessed using a validated scoring system. Recordings were taken immediately before (control), several hours after (intervention), and at approximately six months after the education. Retention of the acronym and self-reports of transfer to the clinical environment were measured with a questionnaire at eight months. ResultsReferral clarity at six months was significantly improved from pre-intervention, and referral content showed a trend towards improvement. Both measures were lower than the immediate post-education test. The ISBAR acronym was remembered by 59.4 (n?=?95/160) and used by the vast majority of the respondents who had made a clinical telephone referral (n?=?135/143; 94.4 ). ConclusionsA brief education session improved telephone communication in a simulated environment above baseline for over six months, achieved functional retention of the acronym over a seven to eight month period and resulted in self reports of transfer of the learning into practice.
Original languageEnglish
Pages (from-to)1 - 7
Number of pages7
JournalBMC Medical Education
Volume12
Issue number38
DOIs
Publication statusPublished - 2012

Cite this

@article{777b34c5ae6846cfb16b006a68fc2acf,
title = "Telephone referral education, and evidence of retention and transfer after six-months",
abstract = "Background: Effective communication between clinicians is essential for safe, efficient healthcare. We undertook a study to determine the longer-term effectiveness of an education session employing a structured method to teach referral-making skills to medical students. Methods: All final year medical students received a forty-five minute education intervention consisting: discussion of effective telephone referrals; video viewing and critique; explanation, demonstration and practice using ISBAR; provision of a memory aid for use in their clinical work. Audio recordings were taken during a subsequent standardised simulation scenario and blindly assessed using a validated scoring system. Recordings were taken immediately before (control), several hours after (intervention), and at approximately six months after the education. Retention of the acronym and self-reports of transfer to the clinical environment were measured with a questionnaire at eight months. ResultsReferral clarity at six months was significantly improved from pre-intervention, and referral content showed a trend towards improvement. Both measures were lower than the immediate post-education test. The ISBAR acronym was remembered by 59.4 (n?=?95/160) and used by the vast majority of the respondents who had made a clinical telephone referral (n?=?135/143; 94.4 ). ConclusionsA brief education session improved telephone communication in a simulated environment above baseline for over six months, achieved functional retention of the acronym over a seven to eight month period and resulted in self reports of transfer of the learning into practice.",
author = "Marshall, {Stuart Duncan} and Harrison, {Julia Clare} and Flanagan, {Brendan Thomas}",
year = "2012",
doi = "10.1186/1472-6920-12-38",
language = "English",
volume = "12",
pages = "1 -- 7",
journal = "BMC Medical Education",
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Telephone referral education, and evidence of retention and transfer after six-months. / Marshall, Stuart Duncan; Harrison, Julia Clare; Flanagan, Brendan Thomas.

In: BMC Medical Education, Vol. 12, No. 38, 2012, p. 1 - 7.

Research output: Contribution to journalArticleResearchpeer-review

TY - JOUR

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N2 - Background: Effective communication between clinicians is essential for safe, efficient healthcare. We undertook a study to determine the longer-term effectiveness of an education session employing a structured method to teach referral-making skills to medical students. Methods: All final year medical students received a forty-five minute education intervention consisting: discussion of effective telephone referrals; video viewing and critique; explanation, demonstration and practice using ISBAR; provision of a memory aid for use in their clinical work. Audio recordings were taken during a subsequent standardised simulation scenario and blindly assessed using a validated scoring system. Recordings were taken immediately before (control), several hours after (intervention), and at approximately six months after the education. Retention of the acronym and self-reports of transfer to the clinical environment were measured with a questionnaire at eight months. ResultsReferral clarity at six months was significantly improved from pre-intervention, and referral content showed a trend towards improvement. Both measures were lower than the immediate post-education test. The ISBAR acronym was remembered by 59.4 (n?=?95/160) and used by the vast majority of the respondents who had made a clinical telephone referral (n?=?135/143; 94.4 ). ConclusionsA brief education session improved telephone communication in a simulated environment above baseline for over six months, achieved functional retention of the acronym over a seven to eight month period and resulted in self reports of transfer of the learning into practice.

AB - Background: Effective communication between clinicians is essential for safe, efficient healthcare. We undertook a study to determine the longer-term effectiveness of an education session employing a structured method to teach referral-making skills to medical students. Methods: All final year medical students received a forty-five minute education intervention consisting: discussion of effective telephone referrals; video viewing and critique; explanation, demonstration and practice using ISBAR; provision of a memory aid for use in their clinical work. Audio recordings were taken during a subsequent standardised simulation scenario and blindly assessed using a validated scoring system. Recordings were taken immediately before (control), several hours after (intervention), and at approximately six months after the education. Retention of the acronym and self-reports of transfer to the clinical environment were measured with a questionnaire at eight months. ResultsReferral clarity at six months was significantly improved from pre-intervention, and referral content showed a trend towards improvement. Both measures were lower than the immediate post-education test. The ISBAR acronym was remembered by 59.4 (n?=?95/160) and used by the vast majority of the respondents who had made a clinical telephone referral (n?=?135/143; 94.4 ). ConclusionsA brief education session improved telephone communication in a simulated environment above baseline for over six months, achieved functional retention of the acronym over a seven to eight month period and resulted in self reports of transfer of the learning into practice.

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