To develop hospitalists' skills in supervising residents during medicine ward rotations through a structured educational huddle.
Approach:
Educational Huddle Design: A weekly huddle was implemented for hospitalists to coach each other in clinical teaching, focusing on broader faculty-driven support rather than individual learner issues.
Meeting Structure: Meetings lasted 15 to 30 minutes and occurred on-site during the second service day, allowing hospitalists to discuss accumulated teaching experiences and challenges.
Data Collection: An exit instrument and a cross-sectional survey were used to track implementation and assess perceived value, with data collected over several months.
Key Findings:
37 huddle sessions were conducted, with a median duration of 23 minutes.
Attendance averaged four out of five hospitalists per session.
Efficiency and team dynamics were the most discussed topics in 90% and 85% of huddles, respectively.
Over 95% of faculty found the huddles to be a valuable use of time.
71% of respondents reported enhanced teaching-related skills from participation.
Interpretation:
The huddles addressed relevant challenges faced by hospitalists.
Limitations:
The survey response rate was 37%, which may limit the generalizability of findings.
Data collection was not anonymous, potentially affecting response honesty.
Conclusion:
The educational huddle model shows promise in improving faculty development and teaching effectiveness in academic hospital settings.
