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Title: Designing Learning Outcomes for Handover Teaching of Medical Students using Group Concept Mapping
Authors: Hynes, Helen
Stoyanov, Slavi
Drachsler, Hendrik
Bridget, Maher
Carola, Orrego
Mariona, Secanell
Lina, Stieger
Susanne, Druener
Sopka, Sasa
Patrick, Henn
Keywords: learning outcomes
european training module
Issue Date: 8-Jan-2015
Citation: Henn, P., Hynes, H., Maher, B., Drachsler, H., Stoyanov, S., Orrego, C., Lezcano, L., & Sopka, S. (2014, 21-24 April). Designing Learning Outcomes for Handover Teaching of Medical Students using Group Concept Mapping. Paper presented at 20th annual International Forum on Quality and Safety in Healthcare, Paris, France.
Abstract: Purpose To develop, by consultation with an expert group, agreed learning outcomes for the teaching of handover to medical students using Group Concept Mapping. Method In 2013, the authors used Group Concept Mapping, a structured mixed methods approach, applying both quantitative and qualitative measures to identify an expert group’s common understanding about the learning outcomes for training medical students in handover. Results 45 experts contributed to the brainstorming session. 22 of the 45 (48%) from 4 European countries completed the pruning, sorting and rating phases. 68% had more than 10 years professional experience, 45% had more than 5 years experience in curriculum development. The experts identified 10 themes with which to select learning outcomes and operationally define them to form a basis for a curriculum on handover training. The themes entitled ‘Being able to perform handover accurately’ and ‘Demonstrate proficiency in handover in workplace’ were rated as most important. ‘Demonstrate proficiency in handover in simulation’ and ‘Engage with colleagues, patients and carers’ were rated most difficult to achieve. Conclusions The study identified expert consensus for designing learning outcomes for handover training for medical students. Those outcomes considered most important were among those considered most difficult to achieve. There is an urgent need to address the preparation of newly qualified doctors to be proficient in handover at the point of graduation; otherwise this is a latent error within healthcare systems. This is a first step in this process. The next are the design of the curriculum, its implementation, followed by evaluation.
Appears in Collections:1. TELI Publications, books and conference papers

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