Medication Reconciliation in the Hospital: An Interactive Case-Based Session for Internal Medicine Residents

Michael McShane, Rachel Stark

Research output: Contribution to journalArticle

Abstract

Introduction: Medication reconciliation is a complex process of creating and maintaining the most accurate medication list for a patient to help guide therapy. Done incorrectly, the process of medication reconciliation can lead to medical error and result in adverse events for patients. Medication reconciliation on inpatient medicine service is often done by internal medicine residents. However, published reports of educational interventions for residents are limited. Methods: We created a 1-hour session that was experiential, case based, and targeted to the level of a first-year resident. In total, 31 internal medicine residents completed the curriculum, which involved either a 1-hour classroom group activity or an individual virtual activity. The curriculum was evaluated using standard forms with qualitative feedback regarding learner satisfaction, pre- and postsession confidence survey, and pre- and postsession patient chart audits. Results: Qualitative feedback demonstrated residents' positive experiences. There was no significant change in residents' confidence in portions of the medication reconciliation process. One month following the educational intervention, 100% of inpatient charts audited for review of the medication list were accurate, as compared to 67%-83% accuracy prior to the session. Discussion: This novel case-based medication reconciliation teaching session, targeted at learners in an internal medicine residency, can easily be implemented at other institutions using the institution-specific electronic health record. The session was well received by residents, and we observed improved accuracy in the medication reconciliation process done by residents.

Original languageEnglish (US)
Number of pages1
JournalMedEdPORTAL : the journal of teaching and learning resources
Volume14
DOIs
StatePublished - Nov 9 2018

Fingerprint

Medication Reconciliation
Internal Medicine
Curriculum
Inpatients
Medical Errors
Electronic Health Records
Internship and Residency
Teaching
Medicine

Cite this

@article{0b8e6299ff554428a32ed1cd6a6856cf,
title = "Medication Reconciliation in the Hospital: An Interactive Case-Based Session for Internal Medicine Residents",
abstract = "Introduction: Medication reconciliation is a complex process of creating and maintaining the most accurate medication list for a patient to help guide therapy. Done incorrectly, the process of medication reconciliation can lead to medical error and result in adverse events for patients. Medication reconciliation on inpatient medicine service is often done by internal medicine residents. However, published reports of educational interventions for residents are limited. Methods: We created a 1-hour session that was experiential, case based, and targeted to the level of a first-year resident. In total, 31 internal medicine residents completed the curriculum, which involved either a 1-hour classroom group activity or an individual virtual activity. The curriculum was evaluated using standard forms with qualitative feedback regarding learner satisfaction, pre- and postsession confidence survey, and pre- and postsession patient chart audits. Results: Qualitative feedback demonstrated residents' positive experiences. There was no significant change in residents' confidence in portions of the medication reconciliation process. One month following the educational intervention, 100{\%} of inpatient charts audited for review of the medication list were accurate, as compared to 67{\%}-83{\%} accuracy prior to the session. Discussion: This novel case-based medication reconciliation teaching session, targeted at learners in an internal medicine residency, can easily be implemented at other institutions using the institution-specific electronic health record. The session was well received by residents, and we observed improved accuracy in the medication reconciliation process done by residents.",
author = "Michael McShane and Rachel Stark",
year = "2018",
month = "11",
day = "9",
doi = "10.15766/mep_2374-8265.10770",
language = "English (US)",
volume = "14",
journal = "MedEdPORTAL : the journal of teaching and learning resources",
issn = "2374-8265",
publisher = "Association of American Medical Colleges",

}

TY - JOUR

T1 - Medication Reconciliation in the Hospital

T2 - An Interactive Case-Based Session for Internal Medicine Residents

AU - McShane, Michael

AU - Stark, Rachel

PY - 2018/11/9

Y1 - 2018/11/9

N2 - Introduction: Medication reconciliation is a complex process of creating and maintaining the most accurate medication list for a patient to help guide therapy. Done incorrectly, the process of medication reconciliation can lead to medical error and result in adverse events for patients. Medication reconciliation on inpatient medicine service is often done by internal medicine residents. However, published reports of educational interventions for residents are limited. Methods: We created a 1-hour session that was experiential, case based, and targeted to the level of a first-year resident. In total, 31 internal medicine residents completed the curriculum, which involved either a 1-hour classroom group activity or an individual virtual activity. The curriculum was evaluated using standard forms with qualitative feedback regarding learner satisfaction, pre- and postsession confidence survey, and pre- and postsession patient chart audits. Results: Qualitative feedback demonstrated residents' positive experiences. There was no significant change in residents' confidence in portions of the medication reconciliation process. One month following the educational intervention, 100% of inpatient charts audited for review of the medication list were accurate, as compared to 67%-83% accuracy prior to the session. Discussion: This novel case-based medication reconciliation teaching session, targeted at learners in an internal medicine residency, can easily be implemented at other institutions using the institution-specific electronic health record. The session was well received by residents, and we observed improved accuracy in the medication reconciliation process done by residents.

AB - Introduction: Medication reconciliation is a complex process of creating and maintaining the most accurate medication list for a patient to help guide therapy. Done incorrectly, the process of medication reconciliation can lead to medical error and result in adverse events for patients. Medication reconciliation on inpatient medicine service is often done by internal medicine residents. However, published reports of educational interventions for residents are limited. Methods: We created a 1-hour session that was experiential, case based, and targeted to the level of a first-year resident. In total, 31 internal medicine residents completed the curriculum, which involved either a 1-hour classroom group activity or an individual virtual activity. The curriculum was evaluated using standard forms with qualitative feedback regarding learner satisfaction, pre- and postsession confidence survey, and pre- and postsession patient chart audits. Results: Qualitative feedback demonstrated residents' positive experiences. There was no significant change in residents' confidence in portions of the medication reconciliation process. One month following the educational intervention, 100% of inpatient charts audited for review of the medication list were accurate, as compared to 67%-83% accuracy prior to the session. Discussion: This novel case-based medication reconciliation teaching session, targeted at learners in an internal medicine residency, can easily be implemented at other institutions using the institution-specific electronic health record. The session was well received by residents, and we observed improved accuracy in the medication reconciliation process done by residents.

UR - http://www.scopus.com/inward/record.url?scp=85074377654&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85074377654&partnerID=8YFLogxK

U2 - 10.15766/mep_2374-8265.10770

DO - 10.15766/mep_2374-8265.10770

M3 - Article

C2 - 30800970

AN - SCOPUS:85074377654

VL - 14

JO - MedEdPORTAL : the journal of teaching and learning resources

JF - MedEdPORTAL : the journal of teaching and learning resources

SN - 2374-8265

ER -