In:
Journal of Graduate Medical Education, Journal of Graduate Medical Education, Vol. 8, No. 2 ( 2016-05-01), p. 197-201
Abstract:
Patient-physician communication is an integral part of high-quality patient care and an expectation of the Clinical Learning Environment Review program.Background This quality improvement initiative evaluated the impact of an educational audit and feedback intervention on the frequency of use of 2 tools—business cards and white boards—to improve provider identification.Objective This before-after study utilized patient surveys to determine the ability of those patients to name and recognize their physicians. The before phase began in July 2013. From September 2013 to May 2014, physicians received education on business card and white board use.Methods We surveyed 378 patients. Our intervention improved white board utilization (72.2% postintervention versus 54.5% preintervention, P & lt; .01) and slightly improved business card use (44.4% versus 33.7%, P = .07), but did not improve physician recognition. Only 20.3% (14 of 69) of patients could name their physician without use of the business card or white board. Data from all study phases showed the use of both tools improved patients' ability to name physicians (OR = 1.72 and OR = 2.12, respectively; OR = 3.68 for both; P & lt; .05 for all), but had no effect on photograph recognition.Results Our educational intervention improved white board use, but did not result in improved patient ability to recognize physicians. Pooled data of business cards and white boards, alone or combined, improved name recognition, suggesting better use of these tools may increase identification. Future initiatives should target other barriers to usage of these types of tools.Conclusions
Type of Medium:
Online Resource
ISSN:
1949-8357
,
1949-8349
DOI:
10.4300/JGME-D-15-00067.1
Language:
English
Publisher:
Journal of Graduate Medical Education
Publication Date:
2016
detail.hit.zdb_id:
2578612-X
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