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Department of Medicine, Northwestern University Feinberg School of Medicine
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Aashish
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Didwania
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MD

Residents' ECG Interpretation Skills

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Imperfect beginnings: Incoming residents vary in their ability to interpret basic electrocardiogram findings

Decreased efficiency at the beginning of residency training likely results in preventable harm for patients, a phenomenon known as the July Effect.[1, 2] Postgraduate year (PGY)1 residents enter training with a variety of clinical skills and experiences, and concerns exist regarding their preparation to enter graduate medical education (GME).[3] Electrocardiogram (ECG) interpretation is a core clinical skill that residents must have on the first day of training to manage patients, recognize emergencies, and develop evidence‐based and cost‐effective treatment plans. We assessed incoming PGY‐1 residents' ability to interpret common ECG findings as part of a rigorous boot camp experience.[4]

METHODS

This was an institutional review board‐approved pre‐post study of 81 new PGY‐1 residents' ECG interpretation skills. Subjects represented all trainees from internal medicine (n=47), emergency medicine (n=13), anesthesiology (n=11), and general surgery (n=10), who entered GME at Northwestern University in June 2013. Residents completed a pretest, followed by a 60‐minute interactive small group tutorial and a post‐test. Program faculty and expert cardiologists selected 10 common ECG findings for the study, many representing medical emergencies requiring immediate treatment. The diagnoses were: normal sinus rhythm, hyperkalemia, right bundle branch block (RBBB), left bundle branch block (LBBB), complete heart block, lateral wall myocardial infarction (MI), anterior wall MI, atrial fibrillation, ventricular paced rhythm, and ventricular tachycardia (VT). ECGs were selected from an online reference set (www.ecg.bidmc.harvard.edu; Harvard University, Cambridge, MA) using different pre‐ and post‐test ECGs in varying order to represent the same 10 common findings.

RESULTS

All 81 residents completed the study. The mean age was 27 years, and 56% were male. Eighty (99%) graduated from a US medical school. The mean United States Medical Licensing Examination scores were step 1: 243.8 (14.4) and step 2: 251.8 (13.6). Twenty‐six (32%) completed a cardiology rotation in medical school. Before the pretest, residents self‐assessed their ECG interpretation skills as a mean of 61.8 (standard deviation 17.2) using a scale of 0 (not confident) to 100 (very confident). Pretest results ranged from 60.5% correct (complete heart block) to 96.3% correct (normal sinus rhythm). Eighteen residents (22%) did not recognize hyperkalemia, 20 (25%) were unable to identify RBBB, and 15 (18%) LBBB. Twenty‐two (27%) could not discern a lateral wall MI, and 8 residents (10%) missed an anterior wall MI. Sixteen (20%) could not diagnose atrial fibrillation, 18 (22%) could not identify a ventricular paced rhythm, and 13 (16%) did not recognize VT. Mean post‐test scores improved significantly for 5 cases (P<0.05), but did not rise significantly for normal sinus rhythm, lateral wall MI, anterior wall MI, hyperkalemia, and ventricular paced rhythm 1.

Figure 1
Interns' overall ECG skills pre‐ and post‐boot camp. Abbreviations: AWMI, anterior wall myocardial infarction; CHB, complete heart block; LBBB, left bundle branch block; MI, myocardial infarction; RBBB, right bundle branch block; VT, ventricular tachycardia.

DISCUSSION

PGY‐1 residents from multiple specialties were not confident regarding their ability to interpret ECGs and could not reliably identify 10 basic findings. This is despite graduating almost exclusively from US medical schools and performing at high levels on standardized tests. Although boot camp improved recognition of important ECG findings, including VT and bundle branch blocks, identification of emergent diagnoses such as lateral/anterior MI and hyperkalemia require additional training and close supervision during patient care. This study provides further evidence that the preparation of PGY‐1 residents to enter GME is lacking. Recent calls for inclusion of cost‐consciousness and stewardship of resources as a seventh competency for residents[5] are challenging, because incoming trainees do not uniformly possess the basic clinical skills needed to make these judgments.[3, 4] If residents cannot reliably interpret ECGs, it is not possible to determine cost‐effective testing strategies for patients with cardiac conditions. Based on the result of this study and others,[3, 4] we believe medical schools should agree upon specific graduation requirements to ensure all students have mastered core competencies and are prepared to enter GME.

Acknowledgments

Disclosure: Nothing to report.

Files
References
  1. Barach P, Philibert I. The July effect: fertile ground for systems improvement. Ann Intern Med. 2011;155(5):331332.
  2. Young JQ, Ranji SR, Wachter RM, Lee CM, Niehaus B, Auerbach AD. July effect: impact of the academic year‐end changeover on patient outcomes: a systematic review. Ann Intern Med. 2011;155(5):309315.
  3. Lypson ML, Frohna JG, Gruppen LD, Woolliscroft JO. Assessing residents' competencies at baseline: identifying the gaps. Acad Med. 2004;79(6):564570.
  4. Cohen ER, Barsuk JH, Moazed F, et al. Making July safer: simulation‐based mastery learning during intern boot camp. Acad Med. 2013;88(2):233239.
  5. Weinberger SE. Providing high‐value, cost‐conscious care: a critical seventh general competency for physicians. Ann Intern Med. 2011;155(6):386388.
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Decreased efficiency at the beginning of residency training likely results in preventable harm for patients, a phenomenon known as the July Effect.[1, 2] Postgraduate year (PGY)1 residents enter training with a variety of clinical skills and experiences, and concerns exist regarding their preparation to enter graduate medical education (GME).[3] Electrocardiogram (ECG) interpretation is a core clinical skill that residents must have on the first day of training to manage patients, recognize emergencies, and develop evidence‐based and cost‐effective treatment plans. We assessed incoming PGY‐1 residents' ability to interpret common ECG findings as part of a rigorous boot camp experience.[4]

METHODS

This was an institutional review board‐approved pre‐post study of 81 new PGY‐1 residents' ECG interpretation skills. Subjects represented all trainees from internal medicine (n=47), emergency medicine (n=13), anesthesiology (n=11), and general surgery (n=10), who entered GME at Northwestern University in June 2013. Residents completed a pretest, followed by a 60‐minute interactive small group tutorial and a post‐test. Program faculty and expert cardiologists selected 10 common ECG findings for the study, many representing medical emergencies requiring immediate treatment. The diagnoses were: normal sinus rhythm, hyperkalemia, right bundle branch block (RBBB), left bundle branch block (LBBB), complete heart block, lateral wall myocardial infarction (MI), anterior wall MI, atrial fibrillation, ventricular paced rhythm, and ventricular tachycardia (VT). ECGs were selected from an online reference set (www.ecg.bidmc.harvard.edu; Harvard University, Cambridge, MA) using different pre‐ and post‐test ECGs in varying order to represent the same 10 common findings.

RESULTS

All 81 residents completed the study. The mean age was 27 years, and 56% were male. Eighty (99%) graduated from a US medical school. The mean United States Medical Licensing Examination scores were step 1: 243.8 (14.4) and step 2: 251.8 (13.6). Twenty‐six (32%) completed a cardiology rotation in medical school. Before the pretest, residents self‐assessed their ECG interpretation skills as a mean of 61.8 (standard deviation 17.2) using a scale of 0 (not confident) to 100 (very confident). Pretest results ranged from 60.5% correct (complete heart block) to 96.3% correct (normal sinus rhythm). Eighteen residents (22%) did not recognize hyperkalemia, 20 (25%) were unable to identify RBBB, and 15 (18%) LBBB. Twenty‐two (27%) could not discern a lateral wall MI, and 8 residents (10%) missed an anterior wall MI. Sixteen (20%) could not diagnose atrial fibrillation, 18 (22%) could not identify a ventricular paced rhythm, and 13 (16%) did not recognize VT. Mean post‐test scores improved significantly for 5 cases (P<0.05), but did not rise significantly for normal sinus rhythm, lateral wall MI, anterior wall MI, hyperkalemia, and ventricular paced rhythm 1.

Figure 1
Interns' overall ECG skills pre‐ and post‐boot camp. Abbreviations: AWMI, anterior wall myocardial infarction; CHB, complete heart block; LBBB, left bundle branch block; MI, myocardial infarction; RBBB, right bundle branch block; VT, ventricular tachycardia.

DISCUSSION

PGY‐1 residents from multiple specialties were not confident regarding their ability to interpret ECGs and could not reliably identify 10 basic findings. This is despite graduating almost exclusively from US medical schools and performing at high levels on standardized tests. Although boot camp improved recognition of important ECG findings, including VT and bundle branch blocks, identification of emergent diagnoses such as lateral/anterior MI and hyperkalemia require additional training and close supervision during patient care. This study provides further evidence that the preparation of PGY‐1 residents to enter GME is lacking. Recent calls for inclusion of cost‐consciousness and stewardship of resources as a seventh competency for residents[5] are challenging, because incoming trainees do not uniformly possess the basic clinical skills needed to make these judgments.[3, 4] If residents cannot reliably interpret ECGs, it is not possible to determine cost‐effective testing strategies for patients with cardiac conditions. Based on the result of this study and others,[3, 4] we believe medical schools should agree upon specific graduation requirements to ensure all students have mastered core competencies and are prepared to enter GME.

Acknowledgments

Disclosure: Nothing to report.

Decreased efficiency at the beginning of residency training likely results in preventable harm for patients, a phenomenon known as the July Effect.[1, 2] Postgraduate year (PGY)1 residents enter training with a variety of clinical skills and experiences, and concerns exist regarding their preparation to enter graduate medical education (GME).[3] Electrocardiogram (ECG) interpretation is a core clinical skill that residents must have on the first day of training to manage patients, recognize emergencies, and develop evidence‐based and cost‐effective treatment plans. We assessed incoming PGY‐1 residents' ability to interpret common ECG findings as part of a rigorous boot camp experience.[4]

METHODS

This was an institutional review board‐approved pre‐post study of 81 new PGY‐1 residents' ECG interpretation skills. Subjects represented all trainees from internal medicine (n=47), emergency medicine (n=13), anesthesiology (n=11), and general surgery (n=10), who entered GME at Northwestern University in June 2013. Residents completed a pretest, followed by a 60‐minute interactive small group tutorial and a post‐test. Program faculty and expert cardiologists selected 10 common ECG findings for the study, many representing medical emergencies requiring immediate treatment. The diagnoses were: normal sinus rhythm, hyperkalemia, right bundle branch block (RBBB), left bundle branch block (LBBB), complete heart block, lateral wall myocardial infarction (MI), anterior wall MI, atrial fibrillation, ventricular paced rhythm, and ventricular tachycardia (VT). ECGs were selected from an online reference set (www.ecg.bidmc.harvard.edu; Harvard University, Cambridge, MA) using different pre‐ and post‐test ECGs in varying order to represent the same 10 common findings.

RESULTS

All 81 residents completed the study. The mean age was 27 years, and 56% were male. Eighty (99%) graduated from a US medical school. The mean United States Medical Licensing Examination scores were step 1: 243.8 (14.4) and step 2: 251.8 (13.6). Twenty‐six (32%) completed a cardiology rotation in medical school. Before the pretest, residents self‐assessed their ECG interpretation skills as a mean of 61.8 (standard deviation 17.2) using a scale of 0 (not confident) to 100 (very confident). Pretest results ranged from 60.5% correct (complete heart block) to 96.3% correct (normal sinus rhythm). Eighteen residents (22%) did not recognize hyperkalemia, 20 (25%) were unable to identify RBBB, and 15 (18%) LBBB. Twenty‐two (27%) could not discern a lateral wall MI, and 8 residents (10%) missed an anterior wall MI. Sixteen (20%) could not diagnose atrial fibrillation, 18 (22%) could not identify a ventricular paced rhythm, and 13 (16%) did not recognize VT. Mean post‐test scores improved significantly for 5 cases (P<0.05), but did not rise significantly for normal sinus rhythm, lateral wall MI, anterior wall MI, hyperkalemia, and ventricular paced rhythm 1.

Figure 1
Interns' overall ECG skills pre‐ and post‐boot camp. Abbreviations: AWMI, anterior wall myocardial infarction; CHB, complete heart block; LBBB, left bundle branch block; MI, myocardial infarction; RBBB, right bundle branch block; VT, ventricular tachycardia.

DISCUSSION

PGY‐1 residents from multiple specialties were not confident regarding their ability to interpret ECGs and could not reliably identify 10 basic findings. This is despite graduating almost exclusively from US medical schools and performing at high levels on standardized tests. Although boot camp improved recognition of important ECG findings, including VT and bundle branch blocks, identification of emergent diagnoses such as lateral/anterior MI and hyperkalemia require additional training and close supervision during patient care. This study provides further evidence that the preparation of PGY‐1 residents to enter GME is lacking. Recent calls for inclusion of cost‐consciousness and stewardship of resources as a seventh competency for residents[5] are challenging, because incoming trainees do not uniformly possess the basic clinical skills needed to make these judgments.[3, 4] If residents cannot reliably interpret ECGs, it is not possible to determine cost‐effective testing strategies for patients with cardiac conditions. Based on the result of this study and others,[3, 4] we believe medical schools should agree upon specific graduation requirements to ensure all students have mastered core competencies and are prepared to enter GME.

Acknowledgments

Disclosure: Nothing to report.

References
  1. Barach P, Philibert I. The July effect: fertile ground for systems improvement. Ann Intern Med. 2011;155(5):331332.
  2. Young JQ, Ranji SR, Wachter RM, Lee CM, Niehaus B, Auerbach AD. July effect: impact of the academic year‐end changeover on patient outcomes: a systematic review. Ann Intern Med. 2011;155(5):309315.
  3. Lypson ML, Frohna JG, Gruppen LD, Woolliscroft JO. Assessing residents' competencies at baseline: identifying the gaps. Acad Med. 2004;79(6):564570.
  4. Cohen ER, Barsuk JH, Moazed F, et al. Making July safer: simulation‐based mastery learning during intern boot camp. Acad Med. 2013;88(2):233239.
  5. Weinberger SE. Providing high‐value, cost‐conscious care: a critical seventh general competency for physicians. Ann Intern Med. 2011;155(6):386388.
References
  1. Barach P, Philibert I. The July effect: fertile ground for systems improvement. Ann Intern Med. 2011;155(5):331332.
  2. Young JQ, Ranji SR, Wachter RM, Lee CM, Niehaus B, Auerbach AD. July effect: impact of the academic year‐end changeover on patient outcomes: a systematic review. Ann Intern Med. 2011;155(5):309315.
  3. Lypson ML, Frohna JG, Gruppen LD, Woolliscroft JO. Assessing residents' competencies at baseline: identifying the gaps. Acad Med. 2004;79(6):564570.
  4. Cohen ER, Barsuk JH, Moazed F, et al. Making July safer: simulation‐based mastery learning during intern boot camp. Acad Med. 2013;88(2):233239.
  5. Weinberger SE. Providing high‐value, cost‐conscious care: a critical seventh general competency for physicians. Ann Intern Med. 2011;155(6):386388.
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Promoting Professionalism

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Promoting professionalism via a video‐based educational workshop for academic hospitalists and housestaff

Unprofessional behavior in the inpatient setting has the potential to impact care delivery and the quality of trainee's educational experience. These behaviors, from disparaging colleagues to blocking admissions, can negatively impact the learning environment. The learning environment or conditions created by the patient care team's actions play a critical role in the development of trainees.[1, 2] The rising presence of hospitalists in the inpatient setting raises the question of how their actions impact the learning environment. Professional behavior has been defined as a core competency for hospitalists by the Society of Hospital Medicine.[3] Professional behavior of all team members, from faculty to trainee, can impact the learning environment and patient safety.[4, 5] However, few educational materials exist to train faculty and housestaff on recognizing and ameliorating unprofessional behaviors.

A prior assessment regarding hospitalists' lapses in professionalism identified scenarios that demonstrated increased participation by hospitalists at 3 institutions.[6] Participants reported observation or participation in specific unprofessional behaviors and rated their perception of these behaviors. Additional work within those residency environments demonstrated that residents' perceptions of and participation in these behaviors increased throughout training, with environmental characteristics, specifically faculty behavior, influencing trainee professional development and acclimation of these behaviors.[7, 8]

Although overall participation in egregious behavior was low, resident participation in 3 categories of unprofessional behavior increased during internship. Those scenarios included disparaging the emergency room or primary care physician for missed findings or management decisions, blocking or not taking admissions appropriate for the service in question, and misrepresenting a test as urgent to expedite obtaining the test. We developed our intervention focused on these areas to address professionalism lapses that occur during internship. Our earlier work showed faculty role models influenced trainee behavior. For this reason, we provided education to both residents and hospitalists to maximize the impact of the intervention.

We present here a novel, interactive, video‐based workshop curriculum for faculty and trainees that aims to illustrate unprofessional behaviors and outlines the role faculty may play in promoting such behaviors. In addition, we review the result of postworkshop evaluation on intent to change behavior and satisfaction.

METHODS

A grant from the American Board of Internal Medicine Foundation supported this project. The working group that resulted, the Chicago Professional Practice Project and Outcomes, included faculty representation from 3 Chicago‐area hospitals: the University of Chicago, Northwestern University, and NorthShore University HealthSystem. Academic hospitalists at these sites were invited to participate. Each site also has an internal medicine residency program in which hospitalists were expected to attend the teaching service. Given this, resident trainees at all participating sites, and 1 community teaching affiliate program (Mercy Hospital and Medical Center) where academic hospitalists at the University of Chicago rotate, were recruited for participation. Faculty champions were identified for each site, and 1 internal and external faculty representative from the working group served to debrief and facilitate. Trainee workshops were administered by 1 internal and external collaborator, and for the community site, 2 external faculty members. Workshops were held during established educational conference times, and lunch was provided.

Scripts highlighting each of the behaviors identified in the prior survey were developed and peer reviewed for clarity and face validity across the 3 sites. Medical student and resident actors were trained utilizing the finalized scripts, and a performance artist affiliated with the Screen Actors Guild assisted in their preparation for filming. All videos were filmed at the University of Chicago Pritzker School of Medicine Clinical Performance Center. The final videos ranged in length from 4 to 7 minutes and included title, cast, and funding source. As an example, 1 video highlighted the unprofessional behavior of misrepresenting a test as urgent to prioritize one's patient in the queue. This video included a resident, intern, and attending on inpatient rounds during which the resident encouraged the intern to misrepresent the patient's status to expedite obtaining the study and facilitate the patient's discharge. The resident stressed that he would be in the clinic and had many patients to see, highlighting the impact of workload on unprofessional behavior, and aggressively persuaded the intern to sell her test to have it performed the same day. When this occurred, the attending applauded the intern for her strong work.

A moderator guide and debriefing tools were developed to facilitate discussion. The duration of each of the workshops was approximately 60 minutes. After welcoming remarks, participants were provided tools to utilize during the viewing of each video. These checklists noted the roles of those depicted in the video, asked to identify positive or negative behaviors displayed, and included questions regarding how behaviors could be detrimental and how the situation could have been prevented. After viewing the videos, participants divided into small groups to discuss the individual exhibiting the unprofessional behavior, their perceived motivation for said behavior, and its impact on the team culture and patient care. Following a small‐group discussion, large‐group debriefing was performed, addressing the barriers and facilitators to professional behavior. Two videos were shown at each workshop, and participants completed a postworkshop evaluation. Videos chosen for viewing were based upon preworkshop survey results that highlighted areas of concern at that specific site.

Postworkshop paper‐based evaluations assessed participants' perception of displayed behaviors on a Likert‐type scale (1=unprofessional to 5=professional) utilizing items validated in prior work,[6, 7, 8] their level of agreement regarding the impact of video‐based exercises, and intent to change behavior using a Likert‐type scale (1=strongly disagree to 5=strongly agree). A constructed‐response section for comments regarding their experience was included. Descriptive statistics and Wilcoxon rank sum analyses were performed.

RESULTS

Forty‐four academic hospitalist faculty members (44/83; 53%) and 244 resident trainees (244/356; 68%) participated. When queried regarding their perception of the displayed behaviors in the videos, nearly 100% of faculty and trainees felt disparaging the emergency department or primary care physician for missed findings or clinical decisions was somewhat unprofessional or unprofessional. Ninety percent of hospitalists and 93% of trainees rated celebrating a blocked admission as somewhat unprofessional or unprofessional (Table 1).

Hospitalist and Resident Perception of Portrayed Behaviors
Behavior Faculty Rated as Unprofessional or Somewhat Unprofessional (n = 44) Housestaff Rated as Unprofessional or Somewhat Unprofessional (n=244)
  • NOTE: Abbreviations: ED/PCP, emergency department/primary care physician.

Disparaging the ED/PCP to colleagues for findings later discovered on the floor or patient care management decisions 95.6% 97.5%
Refusing an admission that could be considered appropriate for your service (eg, blocking) 86.4% 95.1%
Celebrating a blocked admission 90.1% 93.0%
Ordering a routine test as urgent to get it expedited 77.2% 80.3%

The scenarios portrayed were well received, with more than 85% of faculty and trainees agreeing that the behaviors displayed were realistic. Those who perceived videos as very realistic were more likely to report intent to change behavior (93% vs 53%, P=0.01). Nearly two‐thirds of faculty and 67% of housestaff expressed agreement that they intended to change behavior based upon the experience (Table 2).

Postworkshop Evaluation
Evaluation Item Faculty Level of Agreement (StronglyAgree or Agree) (n=44) Housestaff Level of Agreement (Strongly Agree or Agree) (n=244)
The scenarios portrayed in the videos were realistic 86.4% 86.9%
I will change my behavior as a result of this exercise 65.9% 67.2%
I feel that this was a useful and effective exercise 65.9% 77.1%

Qualitative comments in the constructed‐response portion of the evaluation noted the effectiveness of the interactive materials. In addition, the need for focused faculty development was identified by 1 respondent who stated: If unprofessional behavior is the unwritten curriculum, there needs to be an explicit, written curriculum to address it. Finally, the aim of facilitating self‐reflection is echoed in this faculty respondent's comment: Always good to be reminded of our behaviors and the influence they have on others and from this resident physician It helps to re‐evaluate how you talk to people.

CONCLUSIONS

Faculty can be a large determinant of the learning environment and impact trainees' professional development.[9] Hospitalists should be encouraged to embrace faculty role‐modeling of effective professional behaviors, especially given their increased presence in the inpatient learning environment. In addition, resident trainees and their behaviors contribute to the learning environment and influence the further professional development of more junior trainees.[10] Targeting professionalism education toward previously identified and prevalent unprofessional behaviors in the inpatient care of patients may serve to affect the most change among providers who practice in this setting. Individualized assessment of the learning environment may aid in identifying common scenarios that may plague a specific learning culture, allowing for relevant and targeted discussion of factors that promote and perpetuate such behaviors.[11]

Interactive, video‐based modules provided an effective way to promote interactive reflection and robust discussion. This model of experiential learning is an effective form of professional development as it engages the learner and stimulates ongoing incorporation of the topics addressed.[12, 13] Creating a shared concrete experience among targeted learners, using the video‐based scenarios, stimulates reflective observation, and ultimately experimentation, or incorporation into practice.[14]

There are several limitations to our evaluation including that we focused solely on academic hospitalist programs, and our sample size for faculty and residents was small. Also, we only addressed a small, though representative, sample of unprofessional behaviors and have not yet linked intervention to actual behavior change. Finally, the script scenarios that we used in this study were not previously published as they were created specifically for this intervention. Validity evidence for these scenarios include that they were based upon the results of earlier work from our institutions and underwent thorough peer review for content and clarity. Further studies will be required to do this. However, we do believe that these are positive findings for utilizing this type of interactive curriculum for professionalism education to promote self‐reflection and behavior change.

Video‐based professionalism education is a feasible, interactive mechanism to encourage self‐reflection and intent to change behavior among faculty and resident physicians. Future study is underway to conduct longitudinal assessments of the learning environments at the participating institutions to assess culture change, perceptions of behaviors, and sustainability of this type of intervention.

Disclosures: The authors acknowledge funding from the American Board of Internal Medicine. The funders had no role in the design of the study; the collection, analysis, and interpretation of the data; or the decision to approve publication of the finished manuscript. Results from this work have been presented at the Midwest Society of General Internal Medicine Regional Meeting, Chicago, Illinois, September 2011; Midwest Society of Hospital Medicine Regional Meeting, Chicago, Illinois, October 2011, and Society of Hospital Medicine Annual Meeting, San Diego, California, April 2012. The authors declare that they do not have any conflicts of interest to disclose.

Files
References
  1. Liaison Committee on Medical Education. Functions and structure of a medical school. Available at: http://www.lcme.org/functions.pdf. Accessed October 10, 2012.
  2. Gillespie C, Paik S, Ark T, Zabar S, Kalet A. Residents' perceptions of their own professionalism and the professionalism of their learning environment. J Grad Med Educ. 2009;1:208215.
  3. Society of Hospital Medicine. The core competencies in hospital medicine. http://www.hospitalmedicine.org/Content/NavigationMenu/Education/CoreCurriculum/Core_Competencies.htm. Accessed October 10, 2012.
  4. The Joint Commission. Behaviors that undermine a culture of safety. Sentinel Event Alert. 2008;(40):1–3. http://www.jointcommission.org/assets/1/18/SEA_40.pdf. Accessed October 10, 2012.
  5. Rosenstein AH, O'Daniel M. A survey of the impact of disruptive behaviors and communication defects on patient safety. Jt Comm J Qual Patient Saf. 2008;34:464471.
  6. Reddy ST, Iwaz JA, Didwania AK, et al. Participation in unprofessional behaviors among hospitalists: a multicenter study. J Hosp Med. 2012;7(7):543550.
  7. Arora VM, Wayne DB, Anderson RA et al. Participation in and perceptions of unprofessional behaviors among incoming internal medicine interns. JAMA. 2008;300:11321134.
  8. Arora VM, Wayne DB, Anderson RA, et al., Changes in perception of and participation in unprofessional behaviors during internship. Acad Med. 2010;85:S76S80.
  9. Schumacher DJ, Slovin SR, Riebschleger MP, et al. Perspective: beyond counting hours: the importance of supervision, professionalism, transitions of care, and workload in residency training. Acad Med. 2012;87(7):883888.
  10. Haidet P, Stein H. The role of the student‐teacher relationship in the formation of physicians: the hidden curriculum as process. J Gen Intern Med. 2006;21:S16S20.
  11. Thrush CR, Spollen JJ, Tariq SG, et al. Evidence for validity of a survey to measure the learning environment for professionalism. Med Teach. 2011;33(12):e683e688.
  12. Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall; 1984.
  13. Armstrong E, Parsa‐Parsi R. How can physicians' learning style drive educational planning? Acad Med. 2005;80:68084.
  14. Ber R, Alroy G. Twenty years of experience using trigger films as a teaching tool. Acad Med. 2001;76:656658.
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Unprofessional behavior in the inpatient setting has the potential to impact care delivery and the quality of trainee's educational experience. These behaviors, from disparaging colleagues to blocking admissions, can negatively impact the learning environment. The learning environment or conditions created by the patient care team's actions play a critical role in the development of trainees.[1, 2] The rising presence of hospitalists in the inpatient setting raises the question of how their actions impact the learning environment. Professional behavior has been defined as a core competency for hospitalists by the Society of Hospital Medicine.[3] Professional behavior of all team members, from faculty to trainee, can impact the learning environment and patient safety.[4, 5] However, few educational materials exist to train faculty and housestaff on recognizing and ameliorating unprofessional behaviors.

A prior assessment regarding hospitalists' lapses in professionalism identified scenarios that demonstrated increased participation by hospitalists at 3 institutions.[6] Participants reported observation or participation in specific unprofessional behaviors and rated their perception of these behaviors. Additional work within those residency environments demonstrated that residents' perceptions of and participation in these behaviors increased throughout training, with environmental characteristics, specifically faculty behavior, influencing trainee professional development and acclimation of these behaviors.[7, 8]

Although overall participation in egregious behavior was low, resident participation in 3 categories of unprofessional behavior increased during internship. Those scenarios included disparaging the emergency room or primary care physician for missed findings or management decisions, blocking or not taking admissions appropriate for the service in question, and misrepresenting a test as urgent to expedite obtaining the test. We developed our intervention focused on these areas to address professionalism lapses that occur during internship. Our earlier work showed faculty role models influenced trainee behavior. For this reason, we provided education to both residents and hospitalists to maximize the impact of the intervention.

We present here a novel, interactive, video‐based workshop curriculum for faculty and trainees that aims to illustrate unprofessional behaviors and outlines the role faculty may play in promoting such behaviors. In addition, we review the result of postworkshop evaluation on intent to change behavior and satisfaction.

METHODS

A grant from the American Board of Internal Medicine Foundation supported this project. The working group that resulted, the Chicago Professional Practice Project and Outcomes, included faculty representation from 3 Chicago‐area hospitals: the University of Chicago, Northwestern University, and NorthShore University HealthSystem. Academic hospitalists at these sites were invited to participate. Each site also has an internal medicine residency program in which hospitalists were expected to attend the teaching service. Given this, resident trainees at all participating sites, and 1 community teaching affiliate program (Mercy Hospital and Medical Center) where academic hospitalists at the University of Chicago rotate, were recruited for participation. Faculty champions were identified for each site, and 1 internal and external faculty representative from the working group served to debrief and facilitate. Trainee workshops were administered by 1 internal and external collaborator, and for the community site, 2 external faculty members. Workshops were held during established educational conference times, and lunch was provided.

Scripts highlighting each of the behaviors identified in the prior survey were developed and peer reviewed for clarity and face validity across the 3 sites. Medical student and resident actors were trained utilizing the finalized scripts, and a performance artist affiliated with the Screen Actors Guild assisted in their preparation for filming. All videos were filmed at the University of Chicago Pritzker School of Medicine Clinical Performance Center. The final videos ranged in length from 4 to 7 minutes and included title, cast, and funding source. As an example, 1 video highlighted the unprofessional behavior of misrepresenting a test as urgent to prioritize one's patient in the queue. This video included a resident, intern, and attending on inpatient rounds during which the resident encouraged the intern to misrepresent the patient's status to expedite obtaining the study and facilitate the patient's discharge. The resident stressed that he would be in the clinic and had many patients to see, highlighting the impact of workload on unprofessional behavior, and aggressively persuaded the intern to sell her test to have it performed the same day. When this occurred, the attending applauded the intern for her strong work.

A moderator guide and debriefing tools were developed to facilitate discussion. The duration of each of the workshops was approximately 60 minutes. After welcoming remarks, participants were provided tools to utilize during the viewing of each video. These checklists noted the roles of those depicted in the video, asked to identify positive or negative behaviors displayed, and included questions regarding how behaviors could be detrimental and how the situation could have been prevented. After viewing the videos, participants divided into small groups to discuss the individual exhibiting the unprofessional behavior, their perceived motivation for said behavior, and its impact on the team culture and patient care. Following a small‐group discussion, large‐group debriefing was performed, addressing the barriers and facilitators to professional behavior. Two videos were shown at each workshop, and participants completed a postworkshop evaluation. Videos chosen for viewing were based upon preworkshop survey results that highlighted areas of concern at that specific site.

Postworkshop paper‐based evaluations assessed participants' perception of displayed behaviors on a Likert‐type scale (1=unprofessional to 5=professional) utilizing items validated in prior work,[6, 7, 8] their level of agreement regarding the impact of video‐based exercises, and intent to change behavior using a Likert‐type scale (1=strongly disagree to 5=strongly agree). A constructed‐response section for comments regarding their experience was included. Descriptive statistics and Wilcoxon rank sum analyses were performed.

RESULTS

Forty‐four academic hospitalist faculty members (44/83; 53%) and 244 resident trainees (244/356; 68%) participated. When queried regarding their perception of the displayed behaviors in the videos, nearly 100% of faculty and trainees felt disparaging the emergency department or primary care physician for missed findings or clinical decisions was somewhat unprofessional or unprofessional. Ninety percent of hospitalists and 93% of trainees rated celebrating a blocked admission as somewhat unprofessional or unprofessional (Table 1).

Hospitalist and Resident Perception of Portrayed Behaviors
Behavior Faculty Rated as Unprofessional or Somewhat Unprofessional (n = 44) Housestaff Rated as Unprofessional or Somewhat Unprofessional (n=244)
  • NOTE: Abbreviations: ED/PCP, emergency department/primary care physician.

Disparaging the ED/PCP to colleagues for findings later discovered on the floor or patient care management decisions 95.6% 97.5%
Refusing an admission that could be considered appropriate for your service (eg, blocking) 86.4% 95.1%
Celebrating a blocked admission 90.1% 93.0%
Ordering a routine test as urgent to get it expedited 77.2% 80.3%

The scenarios portrayed were well received, with more than 85% of faculty and trainees agreeing that the behaviors displayed were realistic. Those who perceived videos as very realistic were more likely to report intent to change behavior (93% vs 53%, P=0.01). Nearly two‐thirds of faculty and 67% of housestaff expressed agreement that they intended to change behavior based upon the experience (Table 2).

Postworkshop Evaluation
Evaluation Item Faculty Level of Agreement (StronglyAgree or Agree) (n=44) Housestaff Level of Agreement (Strongly Agree or Agree) (n=244)
The scenarios portrayed in the videos were realistic 86.4% 86.9%
I will change my behavior as a result of this exercise 65.9% 67.2%
I feel that this was a useful and effective exercise 65.9% 77.1%

Qualitative comments in the constructed‐response portion of the evaluation noted the effectiveness of the interactive materials. In addition, the need for focused faculty development was identified by 1 respondent who stated: If unprofessional behavior is the unwritten curriculum, there needs to be an explicit, written curriculum to address it. Finally, the aim of facilitating self‐reflection is echoed in this faculty respondent's comment: Always good to be reminded of our behaviors and the influence they have on others and from this resident physician It helps to re‐evaluate how you talk to people.

CONCLUSIONS

Faculty can be a large determinant of the learning environment and impact trainees' professional development.[9] Hospitalists should be encouraged to embrace faculty role‐modeling of effective professional behaviors, especially given their increased presence in the inpatient learning environment. In addition, resident trainees and their behaviors contribute to the learning environment and influence the further professional development of more junior trainees.[10] Targeting professionalism education toward previously identified and prevalent unprofessional behaviors in the inpatient care of patients may serve to affect the most change among providers who practice in this setting. Individualized assessment of the learning environment may aid in identifying common scenarios that may plague a specific learning culture, allowing for relevant and targeted discussion of factors that promote and perpetuate such behaviors.[11]

Interactive, video‐based modules provided an effective way to promote interactive reflection and robust discussion. This model of experiential learning is an effective form of professional development as it engages the learner and stimulates ongoing incorporation of the topics addressed.[12, 13] Creating a shared concrete experience among targeted learners, using the video‐based scenarios, stimulates reflective observation, and ultimately experimentation, or incorporation into practice.[14]

There are several limitations to our evaluation including that we focused solely on academic hospitalist programs, and our sample size for faculty and residents was small. Also, we only addressed a small, though representative, sample of unprofessional behaviors and have not yet linked intervention to actual behavior change. Finally, the script scenarios that we used in this study were not previously published as they were created specifically for this intervention. Validity evidence for these scenarios include that they were based upon the results of earlier work from our institutions and underwent thorough peer review for content and clarity. Further studies will be required to do this. However, we do believe that these are positive findings for utilizing this type of interactive curriculum for professionalism education to promote self‐reflection and behavior change.

Video‐based professionalism education is a feasible, interactive mechanism to encourage self‐reflection and intent to change behavior among faculty and resident physicians. Future study is underway to conduct longitudinal assessments of the learning environments at the participating institutions to assess culture change, perceptions of behaviors, and sustainability of this type of intervention.

Disclosures: The authors acknowledge funding from the American Board of Internal Medicine. The funders had no role in the design of the study; the collection, analysis, and interpretation of the data; or the decision to approve publication of the finished manuscript. Results from this work have been presented at the Midwest Society of General Internal Medicine Regional Meeting, Chicago, Illinois, September 2011; Midwest Society of Hospital Medicine Regional Meeting, Chicago, Illinois, October 2011, and Society of Hospital Medicine Annual Meeting, San Diego, California, April 2012. The authors declare that they do not have any conflicts of interest to disclose.

Unprofessional behavior in the inpatient setting has the potential to impact care delivery and the quality of trainee's educational experience. These behaviors, from disparaging colleagues to blocking admissions, can negatively impact the learning environment. The learning environment or conditions created by the patient care team's actions play a critical role in the development of trainees.[1, 2] The rising presence of hospitalists in the inpatient setting raises the question of how their actions impact the learning environment. Professional behavior has been defined as a core competency for hospitalists by the Society of Hospital Medicine.[3] Professional behavior of all team members, from faculty to trainee, can impact the learning environment and patient safety.[4, 5] However, few educational materials exist to train faculty and housestaff on recognizing and ameliorating unprofessional behaviors.

A prior assessment regarding hospitalists' lapses in professionalism identified scenarios that demonstrated increased participation by hospitalists at 3 institutions.[6] Participants reported observation or participation in specific unprofessional behaviors and rated their perception of these behaviors. Additional work within those residency environments demonstrated that residents' perceptions of and participation in these behaviors increased throughout training, with environmental characteristics, specifically faculty behavior, influencing trainee professional development and acclimation of these behaviors.[7, 8]

Although overall participation in egregious behavior was low, resident participation in 3 categories of unprofessional behavior increased during internship. Those scenarios included disparaging the emergency room or primary care physician for missed findings or management decisions, blocking or not taking admissions appropriate for the service in question, and misrepresenting a test as urgent to expedite obtaining the test. We developed our intervention focused on these areas to address professionalism lapses that occur during internship. Our earlier work showed faculty role models influenced trainee behavior. For this reason, we provided education to both residents and hospitalists to maximize the impact of the intervention.

We present here a novel, interactive, video‐based workshop curriculum for faculty and trainees that aims to illustrate unprofessional behaviors and outlines the role faculty may play in promoting such behaviors. In addition, we review the result of postworkshop evaluation on intent to change behavior and satisfaction.

METHODS

A grant from the American Board of Internal Medicine Foundation supported this project. The working group that resulted, the Chicago Professional Practice Project and Outcomes, included faculty representation from 3 Chicago‐area hospitals: the University of Chicago, Northwestern University, and NorthShore University HealthSystem. Academic hospitalists at these sites were invited to participate. Each site also has an internal medicine residency program in which hospitalists were expected to attend the teaching service. Given this, resident trainees at all participating sites, and 1 community teaching affiliate program (Mercy Hospital and Medical Center) where academic hospitalists at the University of Chicago rotate, were recruited for participation. Faculty champions were identified for each site, and 1 internal and external faculty representative from the working group served to debrief and facilitate. Trainee workshops were administered by 1 internal and external collaborator, and for the community site, 2 external faculty members. Workshops were held during established educational conference times, and lunch was provided.

Scripts highlighting each of the behaviors identified in the prior survey were developed and peer reviewed for clarity and face validity across the 3 sites. Medical student and resident actors were trained utilizing the finalized scripts, and a performance artist affiliated with the Screen Actors Guild assisted in their preparation for filming. All videos were filmed at the University of Chicago Pritzker School of Medicine Clinical Performance Center. The final videos ranged in length from 4 to 7 minutes and included title, cast, and funding source. As an example, 1 video highlighted the unprofessional behavior of misrepresenting a test as urgent to prioritize one's patient in the queue. This video included a resident, intern, and attending on inpatient rounds during which the resident encouraged the intern to misrepresent the patient's status to expedite obtaining the study and facilitate the patient's discharge. The resident stressed that he would be in the clinic and had many patients to see, highlighting the impact of workload on unprofessional behavior, and aggressively persuaded the intern to sell her test to have it performed the same day. When this occurred, the attending applauded the intern for her strong work.

A moderator guide and debriefing tools were developed to facilitate discussion. The duration of each of the workshops was approximately 60 minutes. After welcoming remarks, participants were provided tools to utilize during the viewing of each video. These checklists noted the roles of those depicted in the video, asked to identify positive or negative behaviors displayed, and included questions regarding how behaviors could be detrimental and how the situation could have been prevented. After viewing the videos, participants divided into small groups to discuss the individual exhibiting the unprofessional behavior, their perceived motivation for said behavior, and its impact on the team culture and patient care. Following a small‐group discussion, large‐group debriefing was performed, addressing the barriers and facilitators to professional behavior. Two videos were shown at each workshop, and participants completed a postworkshop evaluation. Videos chosen for viewing were based upon preworkshop survey results that highlighted areas of concern at that specific site.

Postworkshop paper‐based evaluations assessed participants' perception of displayed behaviors on a Likert‐type scale (1=unprofessional to 5=professional) utilizing items validated in prior work,[6, 7, 8] their level of agreement regarding the impact of video‐based exercises, and intent to change behavior using a Likert‐type scale (1=strongly disagree to 5=strongly agree). A constructed‐response section for comments regarding their experience was included. Descriptive statistics and Wilcoxon rank sum analyses were performed.

RESULTS

Forty‐four academic hospitalist faculty members (44/83; 53%) and 244 resident trainees (244/356; 68%) participated. When queried regarding their perception of the displayed behaviors in the videos, nearly 100% of faculty and trainees felt disparaging the emergency department or primary care physician for missed findings or clinical decisions was somewhat unprofessional or unprofessional. Ninety percent of hospitalists and 93% of trainees rated celebrating a blocked admission as somewhat unprofessional or unprofessional (Table 1).

Hospitalist and Resident Perception of Portrayed Behaviors
Behavior Faculty Rated as Unprofessional or Somewhat Unprofessional (n = 44) Housestaff Rated as Unprofessional or Somewhat Unprofessional (n=244)
  • NOTE: Abbreviations: ED/PCP, emergency department/primary care physician.

Disparaging the ED/PCP to colleagues for findings later discovered on the floor or patient care management decisions 95.6% 97.5%
Refusing an admission that could be considered appropriate for your service (eg, blocking) 86.4% 95.1%
Celebrating a blocked admission 90.1% 93.0%
Ordering a routine test as urgent to get it expedited 77.2% 80.3%

The scenarios portrayed were well received, with more than 85% of faculty and trainees agreeing that the behaviors displayed were realistic. Those who perceived videos as very realistic were more likely to report intent to change behavior (93% vs 53%, P=0.01). Nearly two‐thirds of faculty and 67% of housestaff expressed agreement that they intended to change behavior based upon the experience (Table 2).

Postworkshop Evaluation
Evaluation Item Faculty Level of Agreement (StronglyAgree or Agree) (n=44) Housestaff Level of Agreement (Strongly Agree or Agree) (n=244)
The scenarios portrayed in the videos were realistic 86.4% 86.9%
I will change my behavior as a result of this exercise 65.9% 67.2%
I feel that this was a useful and effective exercise 65.9% 77.1%

Qualitative comments in the constructed‐response portion of the evaluation noted the effectiveness of the interactive materials. In addition, the need for focused faculty development was identified by 1 respondent who stated: If unprofessional behavior is the unwritten curriculum, there needs to be an explicit, written curriculum to address it. Finally, the aim of facilitating self‐reflection is echoed in this faculty respondent's comment: Always good to be reminded of our behaviors and the influence they have on others and from this resident physician It helps to re‐evaluate how you talk to people.

CONCLUSIONS

Faculty can be a large determinant of the learning environment and impact trainees' professional development.[9] Hospitalists should be encouraged to embrace faculty role‐modeling of effective professional behaviors, especially given their increased presence in the inpatient learning environment. In addition, resident trainees and their behaviors contribute to the learning environment and influence the further professional development of more junior trainees.[10] Targeting professionalism education toward previously identified and prevalent unprofessional behaviors in the inpatient care of patients may serve to affect the most change among providers who practice in this setting. Individualized assessment of the learning environment may aid in identifying common scenarios that may plague a specific learning culture, allowing for relevant and targeted discussion of factors that promote and perpetuate such behaviors.[11]

Interactive, video‐based modules provided an effective way to promote interactive reflection and robust discussion. This model of experiential learning is an effective form of professional development as it engages the learner and stimulates ongoing incorporation of the topics addressed.[12, 13] Creating a shared concrete experience among targeted learners, using the video‐based scenarios, stimulates reflective observation, and ultimately experimentation, or incorporation into practice.[14]

There are several limitations to our evaluation including that we focused solely on academic hospitalist programs, and our sample size for faculty and residents was small. Also, we only addressed a small, though representative, sample of unprofessional behaviors and have not yet linked intervention to actual behavior change. Finally, the script scenarios that we used in this study were not previously published as they were created specifically for this intervention. Validity evidence for these scenarios include that they were based upon the results of earlier work from our institutions and underwent thorough peer review for content and clarity. Further studies will be required to do this. However, we do believe that these are positive findings for utilizing this type of interactive curriculum for professionalism education to promote self‐reflection and behavior change.

Video‐based professionalism education is a feasible, interactive mechanism to encourage self‐reflection and intent to change behavior among faculty and resident physicians. Future study is underway to conduct longitudinal assessments of the learning environments at the participating institutions to assess culture change, perceptions of behaviors, and sustainability of this type of intervention.

Disclosures: The authors acknowledge funding from the American Board of Internal Medicine. The funders had no role in the design of the study; the collection, analysis, and interpretation of the data; or the decision to approve publication of the finished manuscript. Results from this work have been presented at the Midwest Society of General Internal Medicine Regional Meeting, Chicago, Illinois, September 2011; Midwest Society of Hospital Medicine Regional Meeting, Chicago, Illinois, October 2011, and Society of Hospital Medicine Annual Meeting, San Diego, California, April 2012. The authors declare that they do not have any conflicts of interest to disclose.

References
  1. Liaison Committee on Medical Education. Functions and structure of a medical school. Available at: http://www.lcme.org/functions.pdf. Accessed October 10, 2012.
  2. Gillespie C, Paik S, Ark T, Zabar S, Kalet A. Residents' perceptions of their own professionalism and the professionalism of their learning environment. J Grad Med Educ. 2009;1:208215.
  3. Society of Hospital Medicine. The core competencies in hospital medicine. http://www.hospitalmedicine.org/Content/NavigationMenu/Education/CoreCurriculum/Core_Competencies.htm. Accessed October 10, 2012.
  4. The Joint Commission. Behaviors that undermine a culture of safety. Sentinel Event Alert. 2008;(40):1–3. http://www.jointcommission.org/assets/1/18/SEA_40.pdf. Accessed October 10, 2012.
  5. Rosenstein AH, O'Daniel M. A survey of the impact of disruptive behaviors and communication defects on patient safety. Jt Comm J Qual Patient Saf. 2008;34:464471.
  6. Reddy ST, Iwaz JA, Didwania AK, et al. Participation in unprofessional behaviors among hospitalists: a multicenter study. J Hosp Med. 2012;7(7):543550.
  7. Arora VM, Wayne DB, Anderson RA et al. Participation in and perceptions of unprofessional behaviors among incoming internal medicine interns. JAMA. 2008;300:11321134.
  8. Arora VM, Wayne DB, Anderson RA, et al., Changes in perception of and participation in unprofessional behaviors during internship. Acad Med. 2010;85:S76S80.
  9. Schumacher DJ, Slovin SR, Riebschleger MP, et al. Perspective: beyond counting hours: the importance of supervision, professionalism, transitions of care, and workload in residency training. Acad Med. 2012;87(7):883888.
  10. Haidet P, Stein H. The role of the student‐teacher relationship in the formation of physicians: the hidden curriculum as process. J Gen Intern Med. 2006;21:S16S20.
  11. Thrush CR, Spollen JJ, Tariq SG, et al. Evidence for validity of a survey to measure the learning environment for professionalism. Med Teach. 2011;33(12):e683e688.
  12. Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall; 1984.
  13. Armstrong E, Parsa‐Parsi R. How can physicians' learning style drive educational planning? Acad Med. 2005;80:68084.
  14. Ber R, Alroy G. Twenty years of experience using trigger films as a teaching tool. Acad Med. 2001;76:656658.
References
  1. Liaison Committee on Medical Education. Functions and structure of a medical school. Available at: http://www.lcme.org/functions.pdf. Accessed October 10, 2012.
  2. Gillespie C, Paik S, Ark T, Zabar S, Kalet A. Residents' perceptions of their own professionalism and the professionalism of their learning environment. J Grad Med Educ. 2009;1:208215.
  3. Society of Hospital Medicine. The core competencies in hospital medicine. http://www.hospitalmedicine.org/Content/NavigationMenu/Education/CoreCurriculum/Core_Competencies.htm. Accessed October 10, 2012.
  4. The Joint Commission. Behaviors that undermine a culture of safety. Sentinel Event Alert. 2008;(40):1–3. http://www.jointcommission.org/assets/1/18/SEA_40.pdf. Accessed October 10, 2012.
  5. Rosenstein AH, O'Daniel M. A survey of the impact of disruptive behaviors and communication defects on patient safety. Jt Comm J Qual Patient Saf. 2008;34:464471.
  6. Reddy ST, Iwaz JA, Didwania AK, et al. Participation in unprofessional behaviors among hospitalists: a multicenter study. J Hosp Med. 2012;7(7):543550.
  7. Arora VM, Wayne DB, Anderson RA et al. Participation in and perceptions of unprofessional behaviors among incoming internal medicine interns. JAMA. 2008;300:11321134.
  8. Arora VM, Wayne DB, Anderson RA, et al., Changes in perception of and participation in unprofessional behaviors during internship. Acad Med. 2010;85:S76S80.
  9. Schumacher DJ, Slovin SR, Riebschleger MP, et al. Perspective: beyond counting hours: the importance of supervision, professionalism, transitions of care, and workload in residency training. Acad Med. 2012;87(7):883888.
  10. Haidet P, Stein H. The role of the student‐teacher relationship in the formation of physicians: the hidden curriculum as process. J Gen Intern Med. 2006;21:S16S20.
  11. Thrush CR, Spollen JJ, Tariq SG, et al. Evidence for validity of a survey to measure the learning environment for professionalism. Med Teach. 2011;33(12):e683e688.
  12. Kolb DA. Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall; 1984.
  13. Armstrong E, Parsa‐Parsi R. How can physicians' learning style drive educational planning? Acad Med. 2005;80:68084.
  14. Ber R, Alroy G. Twenty years of experience using trigger films as a teaching tool. Acad Med. 2001;76:656658.
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Fall Prevention Strategies

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Meta‐analysis: Multidisciplinary fall prevention strategies in the acute care inpatient population

Inpatient falls are the most common type of inpatient adverse event,1 persist as a significant problem nationally, and result in patient injury, increased length of stay, healthcare costs, and litigation.27 Inpatient falls remain a main focus of patient safety and a measure of quality in this era of healthcare reform and quality improvement.8 Inpatient fall rates per 1000 patient‐days range from 1.4 to 18.2.4, 9 The absolute percentage of inpatients that fall ranges from 1.3% to 7%.4, 5, 9, 10 Of inpatient falls, almost all data suggest that roughly one‐third result in some type of injury while 3%‐8% result in serious injury or death.9, 1113

Fall prevention interventions have largely been aimed at modifiable risk factors such as getting out of bed with bed alarms, toileting needs with bedside commodes, and reducing delirium through reorientation techniques. There have been several attempts at decreasing fall rates in hospitals surrounding a multidisciplinary, team‐based approach. Two Cochrane reviews and 2 meta‐analyses have partially examined this issue with mixed results.1417 However, none of these reviews focused on the acute care inpatient population. In fact, the majority of the data analyzed for inpatients was from rehabilitation wards and long‐term care wards. Additionally, there exists almost no data examining fall prevention with single interventions in the acute inpatient population, likely due to the belief that falls are multifactorial in etiology and require more comprehensive interventions.

The aim of this article is to determine the impact of team‐based, multidisciplinary quality improvement efforts to reduce inpatient falls in acute care inpatient hospitals and identify key features that determine their effectiveness.

METHODS

Data Sources and Searches

A search of MEDLINE, CINAHL, EMBASE, and the Cochrane Library was done using the medical subject heading (MeSH) terms accidental falls, accident prevention, inpatients, and prevention and control. Non‐English language publications were included in the search. The search encompassed all published literature through December 1, 2011. In addition, reference lists of all systematic reviews and meta‐analyses were searched to identify all possible studies available.1416

Study Selection

Only primary research studies relating to acute care inpatient hospital fall prevention were included. Data generated exclusively or partially from psychiatric wards, rehabilitation units, subacute facilities, and long‐term facilities were excluded from the review.

Data Extraction and Quality Assessment

Each selected study was carefully hand searched by 2 authors for the purposes of data extraction. Data were collected for the following study characteristics and outcome measures: details of the fall prevention intervention used (allowing for all interventions used to be recorded in Table 3), markers of study quality, study period, study population, mean age of participants, sample size (in 1000 patient‐days), and fall rates (in 1000 patient‐days). In certain cases, sample size was converted to patient‐days using reported data points of total number of patients and average length of stay.

Two authors with experience in fall literature discussed methodological quality and reached a consensus regarding scores using a 20‐point scale previously described in fall literature for all studies included.14, 15 Ten individual criteria were scored on a 0‐2 point scale. No points were awarded when the criteria were not met, not clearly mentioned, or not mentioned at all. One point was awarded when the criterion was partially met, and both points awarded when it was fully met.

Data Synthesis and Analysis

Fall rate per 1000‐patient days was derived from reported data in both intervention and non‐intervention groups within each study. Effect sizes (odds ratios [OR]) and 95% confidence intervals (CI) were derived for individual studies and then combined across research reports using an inverse weighted random‐effects meta‐analysis.18 Random effects methodology was chosen to account for within‐study and between‐study variation. Statistical heterogeneity between trials was assessed using the Cochrane Q statistic and reported as I2, which estimates the percentage of variability across studies that is not due to chance.19 Due to the low number of included studies in our analysis, a formal statistical test on publication bias was not meaningful.20 Statistical significance was defined as P < 0.05. Data analyses were done using Comprehensive Meta‐Analysis, Version 2 (Biostat, Englewood, NJ).

RESULTS

Selected Studies

Electronic search produced 259 results on MEDLINE, 2 results from the Cochrane Library, 94 from CINAHL, and 4 from EMBASE. Each result was hand searched to exclude duplicates, and irrelevant studies. Once such data were excluded, the above inclusion and exclusion criteria identified 6 primary articles for review.9, 2125 Additionally, a cluster randomized fall prevention trial in a mixed inpatient population was published by Cumming et al26 in 2008. The study was excluded, as the participants were pooled between rehabilitation wards and acute inpatient wards, and only incomplete data were reported separately for the acute inpatient wards. We were unsuccessful at obtaining necessary data to analyze the acute inpatient wards.

Study Quality

The quality assessment results scores ranged from 11 to 14 out of a possible 20 (Table 1). None of the studies explicitly used an intention‐to‐treat statistical model, as the nature of inpatient care largely prevents drop‐out or crossover, and all patients were included in individual study results.

Study Quality
Included Study Clearly Defined Inclusion and Exclusion Criteria Randomization Comparable Treatment Groups at Entry Identical Standard Program for Both Groups Fall Incident Clearly Defined and Staff Trained in Definition Blinded Treatment Providers Blinded Outcome Assessors Blinded Patients Identical Appraisal of Outcomes* Intention‐to‐ Treat Analysis Total Score (0‐20)
  • Defined as how study groups measured and reported patient falls.

Dykes et al22 2 2 2 2 2 0 0 0 2 2 14
Krauss et al23 2 0 2 2 2 0 0 0 2 2 12
Brandis21 1 0 1 2 2 0 0 0 2 2 10
Mitchell and Jones25 2 0 1 2 2 0 0 0 2 2 11
Schwendimann et al9 2 0 1 2 2 0 0 0 2 2 11
Williams et al24 2 0 1 2 2 0 0 0 2 2 11

Study Characteristics

The available data are skewed towards elderly patients being hospitalized in general medicine or geriatric units (Table 2). All but 1 study had a large sample size, with 1000‐patient days ranging from 11.1 to 160.3.9, 2124

Description of Studies Included in Systematic Review of Fall Prevention Strategies
Included Study Study Design Study Period Study Wards Mean Age Sample Size With Intervention (1000 Patient‐Days) Sample Size in Control (1000 Patient‐Days) Fall Rate With Intervention (Falls per 1000 Patient‐Days) Fall Rate in Control (Falls per 1000 Patient‐Days)
  • Abbreviations: RCT, randomized controlled trials.

Dykes et al22 RCT 6 mo 2 Medical units 50% <65‐17% 65‐74 33% 75 24.1 24.1 4.18 4.64
Krauss et al23 Quasi‐experimental 9 mo General Medicine wards 65.5 11.2 11.39 5.09 6.85
Brandis21 Pre/post 12 mo 500‐Bed acute care hospital Not reported 160.3 155.2 1.61 1.74
Mitchell and Jones25 Pre/post 6 mo Acute care hospital 76.23 (Pre) 72.1 (Post) 4.3 5 4.42 7.77
Schwendimann et al9 Pre/post 4 yr Internal Med, Surgery, and Geriatrics 67.3 46.8 41.9 8.6 9.1
Williams et al24 Pre/post 6 mo 3 Medical wards and a Geriatrics ward 79 15.88 12.53 8 9.5

Components of the Intervention

Multidisciplinary interventions were complex, and formulated based on available evidence for individual interventions and modifiable fall risk factors (Table 3). Each study reviewed included a fall risk assessment to risk‐stratify participants and modulate intervention according to risk.9, 2125

Components of the Multidisciplinary Fall Prevention Strategies
Included Study Fall Risk Assessment Used Mobility Assessment and Assistance if Necessary Mobility Aid Provided if Necessary Medication Modification Education About Risk Factors Fall Risk Sign/Warning in Chart Bedside Interventions (eg, Bed Alarm, Rail Adjustment, Bed Location/ Position, etc) Toileting Schedule Exercise Program Other(s)
  • Abbreviations: OT, occupational therapy.

Dykes et al22* + + + + + + + + Frequent bed checks, documented fall prevention plan
Krauss et al23 + + + + + + + + Use of bedside interventions was done based on discretion on a case‐by‐case basis
Brandis21 + + + Ward modifications after OT assessment of patient rooms and bathrooms; hip protectors
Mitchell and Jones25 + + + + Introduced detailed system to track fall details; used other preventive actions not specified
Schwendimann et al9 + + + + + + + + + Reassessment of patients who did fall; hip protectors
Williams et al24 + + + + + + Possible sitter

Each study implemented fall prevention programs in a slightly different way. Krauss et al23 used nurses to complete a Morse Fall Scale and subsequently implement several standard interventions based on risk. Staff was then authorized to employ bedside interventions as necessary without systematic data collection. Schwendimann et al9 had nurses complete a simple fall risk assessment (based on history of falls, impaired mobility, and impaired cognition) that prompted the examination by a physician if risk was determined to be high. A subsequent team‐based intervention was employed with nursing, physiotherapy, and the physician. Brandis21 employed a team of nurses and the aid of the Director of Occupational Therapy to assess risk (using an undisclosed system) and carry out an intervention. Dykes et al22 examined an electronic fall prevention tool kit (FPTK) using the electronic medical record (EMR). This intervention began with the Morse Fall Score, which triggered automatically ordered interventions that did not require personal oversight. In fact, the multidisciplinary interventions in the intervention group were also used in the control arm. The difference was the automatic nature in which the interventions were ordered in the interventions arm. Williams et al24 used nurses and physiotherapists, who were specifically trained for the study, to carry out study interventions. The Mitchell and Jones25 study focused on nursing care alone to carry out intervention and used a novel risk assessment tool.

Fall Rates

Dykes et al22 and Williams et al24 found a statistically significant reduction in fall rate with falls reduced by 1.16 per 1000‐patient days and 1.5 per 1000‐patient days, respectively. Mitchell and Jones25 demonstrated a large fall reduction but had an extremely small sample size. Brandis21 found an extremely small reduction in fall rates and failed to report a P‐value. Krauss et al23 showed a trend towards reducing falls, and even showed a statistically significant reduction over the first 5 months of the study, but lost significance in the final 4 months. Similarly, Schwendimann et al9 saw more impressive fall reductions in the first year of the study that dissipated in the final 3 years of data collection.

Results from the meta‐analysis of the 6 studies comparing odds ratios are displayed quantitatively and as a forest plot in Figure 1. The figure shows results with 95% CI for each individual study and overall. There was no statistical evidence of heterogeneity between the studies or study designs. Although, due to the small number of studies included, there is poor power to detect true heterogeneity among studies. The magnitude of boxes shown is a relative sample size indicator. Using the random‐effects model, the summary odds ratio is 0.90 (95% CI, 0.83 to 0.99) (P = 0.02) (I2 = 0%).27

Figure 1
Random‐effects meta‐analysis of the fall rate per 1000 patient‐days in control groups compared to intervention groups. Odds ratios with 95% CI represent the 6 studies included in the meta‐analysis. Abbreviations: CI, confidence intervals; RCT, randomized controlled trial.

DISCUSSION

The frequency and morbidity associated with inpatient falls is well established, based on reproduced epidemiologic data. Reducing these adverse events could reduce morbidity, mortality, and healthcare costs, and has become the focus of most hospitals quality and patient safety initiatives. The focus of this review was to examine multidisciplinary efforts to reduce falls in acute care inpatient hospitals. Despite the importance and scope of the problem, there is a paucity of research available on this topic, with a wide literature search yielding only 6 primary research studies.

Our major finding is that multidisciplinary fall prevention strategies have a statistically significant impact on fall rates with a combined OR of 0.90. While this review demonstrates a significant benefit to multidisciplinary fall prevention strategies in the acute inpatient population, the clinical impact of these efforts may be limited. Based on rates ranging from 1.7 to 9.5 falls per 1000‐patient days, multidisciplinary interventions would reduce falls by 1 to 10 falls per 10,000‐patient days using the combined OR calculated of 0.9. Using other available incidence data regarding inpatient falls,4, 9 a reasonable baseline frequency to consider would be 8 falls per 1000 patient‐days. Assuming that prevalence, the number needed to treat (NNT) to prevent a single inpatient fall is 1250 patient days. Furthermore, based on available data, only approximately one‐third of these falls result in injury and only a minor fraction of these results in serious injury.9, 1113 The magnitude of this apparent benefit in the context of fall incidence rates raises some concerns about cost‐effectiveness given the high staffing and systems needs that multidisciplinary prevention programs require. This also suggests that there are limitations when using inpatient falls as a measure of healthcare quality given the absence of high‐quality evidence demonstrating a viable solution to the problem. At present, the Center for Medicare and Medicaid services limit reimbursement for fall‐related injuries if they occur during an acute inpatient hospitalization.28

The complexity of the interventions used may help explain the limited impact. Krauss et al23 examined compliance to their interventions and found less than ideal results. They found only 36.4% of intervention floor patients had maintained a toileting schedule compared to 24.6% on control floors. Additionally, a greater proportion of patients on control floors had a physical or occupational therapy consult, and only 1.8% more patients on intervention floors had walking aids provided. These were all strategies emphasized on the intervention floors. Similarly, Schwendimann et al9 questioned their staff's adherence to protocol after fall prevention committee audits. This may help explain why a potential benefit lost statistical significance with time, based on a natural tendency towards more participation at the beginning of a new policy. Williams et al24 reported only a 64% compliance rate with fall care plan forms and 77% rate of missing information on fall care plans. A multidisciplinary fall prevention study that did not meet inclusion criteria (based on study population) yielded strongly positive results for which the authors commented mostly on changing of the hospital culture surrounding fall prevention as a key to their success.29 Adoptability of a multidisciplinary intervention will clearly impact adherence and the intervention's ultimate effectiveness.

Single intervention strategies, not analyzed in this review, are simpler to execute and adhere to. While these types of interventions may be superior, there is extremely limited data supporting or refuting patient fall benefits in the acute care inpatient population when using simple single interventions. However, some data generated partially on acute care geriatrics wards targeting patient education only showed benefit.30

Dykes et al22 was able to improve compliance rates by removing steps in the process of executing interventions with the FPTK built into the EMR. Importantly, the FPTK was compared against very similar fall prevention strategies, the difference being that patients randomized to the FPTK arm had the assessment and interventions automatically prompted on admission in the EMR. Adherence was measured through Morse Fall Scale completion rates (81% in control units versus 94% in intervention units).22 In many ways, the utility of this study was displaying a fall risk reduction by simply enhancing compliance using health information technology with automated alerts. Additionally, both arms of the study reported low fall rates compared to previously reported data, and there may have been larger benefit seen if the FPTK was compared against no fall prevention strategy. This diminishing of effect size may have been present in all studies reviewed, as usual hospital care commonly includes basic patient safety measures.

Another potential problem with the multidisciplinary fall prevention programs included in the meta‐analysis is the inability to target interventions. Each study employed a fall risk score in an attempt to focus resources on a select group of high‐risk patients. This method is problematic given that countless risk factors for inpatient falls have been identified in the literature. Factors that have been described range from clinical characteristics to laboratory tests.31 The most consistently reproducible patient‐related risks are altered mental status (including cognitive impairment and depression), altered mobility (particularly lower limb weakness), a history of falls, and toileting needs.13, 3236 Less consistency is seen with other traditional risk factors such as age, sedating medication, and length of stay.5, 13, 32, 3638 Attempting to risk‐stratify patients using simple and accurate assessment tools developed from these risk factors has proven to be very difficult. Many tools have been developed based on identified risk factors, but perform very poorly when trying to identify patients who will fall with reasonable specificity and positive predictive value.34, 3944 In fact, it has been demonstrated that using a nurse's judgment, a physician's opinion based on a patient's likelihood to wander or a simple 2‐question tool have all performed better than sophisticated risk calculators.33, 45, 46 Therefore, it is possible that interventions could benefit from including all patients, with de‐emphasis on unproven risk stratification tools.

In contrast to our findings, a modest risk reduction has been demonstrated in several primary articles and meta‐analyses in the subacute, rehabilitation, and long‐term care populations.15, 16, 4750 Additionally, a recent study has described a 63.9% risk reduction in a population that included medical, surgical, psychiatric, and rehabilitation wards.29 One important difference between these settings and the acute inpatient populations may be the amount of time and energy that can be dedicated to fall prevention and overall care planning. Another likely factor is the added challenge of preventing falls in patients with more active medical illnesses. In the acute care setting, a patient's chief complaint may not be completely addressed at the time of first mobilization and ambulation. This may be most relevant in patients who are admitted with syncope, seizure, vertigo, and dehydration.

Our study has several limitations; most notably, the available evidence is limited in quality and quantity. Furthermore, omission of unpublished data may also lead to effect bias, though this would likely be in the direction of ineffective interventions supporting a conclusion that multidisciplinary efforts have had only a small impact on fall rates. Ideally, future studies can limit confounding variables through randomization. However, it is difficult to adequately blind when studying a multidisciplinary fall intervention that depends on patient and provider participation. As a result, none of the papers reviewed met criteria for high quality. However, almost all available data examined in this review came from large sample sizes in which thoughtful interventions were used. Since an inpatient fall will not affect the majority of patients, it was crucial for these studies to recruit a large sample size to have adequate power to detect a difference in fall rates. However, each study used risk assessment tools, which are poor indicators of who will and will not fall in the hospital.34, 39, 42 This may suggest a need for improved risk assessment tools, or be further evidence to include all patients in fall prevention regardless of risk. Quantitative synthesis of multidisciplinary fall interventions has the added limitation of comparing complex, multifaceted treatments that are not perfectly uniform. It is our opinion that interventions are semi‐standardized using the grouping methods employed in Table 3.

Preventing inpatient falls remains a difficult issue to address while convincing data is lacking. Based on current evidence, multidisciplinary fall prevention efforts on acutely ill inpatients show a possible small benefit and should be explored from a cost‐effectiveness standpoint to ensure they garner appropriate investment. Many resources are required to run such teams including nursing staff, equipment, physical and occupational therapy staff, pharmacists, and specialized staff training. We are unaware of any such cost‐effectiveness data available. Effective interventions may be those that maximize compliance through health information technology, maintain staff dedication, increase staff availability, improve risk assessment, or include all patients regardless of calculated fall risk, and take the patient's chief complaint into account in the fall prevention strategy. Where resources are limited, it appears most reasonable to focus on major risk factors for inpatient falls that have independently been shown to be detrimental to outcomes, such as delirium.51 Additionally, using inpatient fall rates as a hospital quality measure may be premature, given the lack of proven efforts to lower fall rates. Multidisciplinary fall prevention efforts on acutely ill inpatients should be further studied using high‐quality, randomized trials. It remains to be seen whether these large programs are cost‐effective, or on balance clinically effective.

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References
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cost effectiveness, geriatric patient, patient safety, quality improvement, risk management and malpractice
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Inpatient falls are the most common type of inpatient adverse event,1 persist as a significant problem nationally, and result in patient injury, increased length of stay, healthcare costs, and litigation.27 Inpatient falls remain a main focus of patient safety and a measure of quality in this era of healthcare reform and quality improvement.8 Inpatient fall rates per 1000 patient‐days range from 1.4 to 18.2.4, 9 The absolute percentage of inpatients that fall ranges from 1.3% to 7%.4, 5, 9, 10 Of inpatient falls, almost all data suggest that roughly one‐third result in some type of injury while 3%‐8% result in serious injury or death.9, 1113

Fall prevention interventions have largely been aimed at modifiable risk factors such as getting out of bed with bed alarms, toileting needs with bedside commodes, and reducing delirium through reorientation techniques. There have been several attempts at decreasing fall rates in hospitals surrounding a multidisciplinary, team‐based approach. Two Cochrane reviews and 2 meta‐analyses have partially examined this issue with mixed results.1417 However, none of these reviews focused on the acute care inpatient population. In fact, the majority of the data analyzed for inpatients was from rehabilitation wards and long‐term care wards. Additionally, there exists almost no data examining fall prevention with single interventions in the acute inpatient population, likely due to the belief that falls are multifactorial in etiology and require more comprehensive interventions.

The aim of this article is to determine the impact of team‐based, multidisciplinary quality improvement efforts to reduce inpatient falls in acute care inpatient hospitals and identify key features that determine their effectiveness.

METHODS

Data Sources and Searches

A search of MEDLINE, CINAHL, EMBASE, and the Cochrane Library was done using the medical subject heading (MeSH) terms accidental falls, accident prevention, inpatients, and prevention and control. Non‐English language publications were included in the search. The search encompassed all published literature through December 1, 2011. In addition, reference lists of all systematic reviews and meta‐analyses were searched to identify all possible studies available.1416

Study Selection

Only primary research studies relating to acute care inpatient hospital fall prevention were included. Data generated exclusively or partially from psychiatric wards, rehabilitation units, subacute facilities, and long‐term facilities were excluded from the review.

Data Extraction and Quality Assessment

Each selected study was carefully hand searched by 2 authors for the purposes of data extraction. Data were collected for the following study characteristics and outcome measures: details of the fall prevention intervention used (allowing for all interventions used to be recorded in Table 3), markers of study quality, study period, study population, mean age of participants, sample size (in 1000 patient‐days), and fall rates (in 1000 patient‐days). In certain cases, sample size was converted to patient‐days using reported data points of total number of patients and average length of stay.

Two authors with experience in fall literature discussed methodological quality and reached a consensus regarding scores using a 20‐point scale previously described in fall literature for all studies included.14, 15 Ten individual criteria were scored on a 0‐2 point scale. No points were awarded when the criteria were not met, not clearly mentioned, or not mentioned at all. One point was awarded when the criterion was partially met, and both points awarded when it was fully met.

Data Synthesis and Analysis

Fall rate per 1000‐patient days was derived from reported data in both intervention and non‐intervention groups within each study. Effect sizes (odds ratios [OR]) and 95% confidence intervals (CI) were derived for individual studies and then combined across research reports using an inverse weighted random‐effects meta‐analysis.18 Random effects methodology was chosen to account for within‐study and between‐study variation. Statistical heterogeneity between trials was assessed using the Cochrane Q statistic and reported as I2, which estimates the percentage of variability across studies that is not due to chance.19 Due to the low number of included studies in our analysis, a formal statistical test on publication bias was not meaningful.20 Statistical significance was defined as P < 0.05. Data analyses were done using Comprehensive Meta‐Analysis, Version 2 (Biostat, Englewood, NJ).

RESULTS

Selected Studies

Electronic search produced 259 results on MEDLINE, 2 results from the Cochrane Library, 94 from CINAHL, and 4 from EMBASE. Each result was hand searched to exclude duplicates, and irrelevant studies. Once such data were excluded, the above inclusion and exclusion criteria identified 6 primary articles for review.9, 2125 Additionally, a cluster randomized fall prevention trial in a mixed inpatient population was published by Cumming et al26 in 2008. The study was excluded, as the participants were pooled between rehabilitation wards and acute inpatient wards, and only incomplete data were reported separately for the acute inpatient wards. We were unsuccessful at obtaining necessary data to analyze the acute inpatient wards.

Study Quality

The quality assessment results scores ranged from 11 to 14 out of a possible 20 (Table 1). None of the studies explicitly used an intention‐to‐treat statistical model, as the nature of inpatient care largely prevents drop‐out or crossover, and all patients were included in individual study results.

Study Quality
Included Study Clearly Defined Inclusion and Exclusion Criteria Randomization Comparable Treatment Groups at Entry Identical Standard Program for Both Groups Fall Incident Clearly Defined and Staff Trained in Definition Blinded Treatment Providers Blinded Outcome Assessors Blinded Patients Identical Appraisal of Outcomes* Intention‐to‐ Treat Analysis Total Score (0‐20)
  • Defined as how study groups measured and reported patient falls.

Dykes et al22 2 2 2 2 2 0 0 0 2 2 14
Krauss et al23 2 0 2 2 2 0 0 0 2 2 12
Brandis21 1 0 1 2 2 0 0 0 2 2 10
Mitchell and Jones25 2 0 1 2 2 0 0 0 2 2 11
Schwendimann et al9 2 0 1 2 2 0 0 0 2 2 11
Williams et al24 2 0 1 2 2 0 0 0 2 2 11

Study Characteristics

The available data are skewed towards elderly patients being hospitalized in general medicine or geriatric units (Table 2). All but 1 study had a large sample size, with 1000‐patient days ranging from 11.1 to 160.3.9, 2124

Description of Studies Included in Systematic Review of Fall Prevention Strategies
Included Study Study Design Study Period Study Wards Mean Age Sample Size With Intervention (1000 Patient‐Days) Sample Size in Control (1000 Patient‐Days) Fall Rate With Intervention (Falls per 1000 Patient‐Days) Fall Rate in Control (Falls per 1000 Patient‐Days)
  • Abbreviations: RCT, randomized controlled trials.

Dykes et al22 RCT 6 mo 2 Medical units 50% <65‐17% 65‐74 33% 75 24.1 24.1 4.18 4.64
Krauss et al23 Quasi‐experimental 9 mo General Medicine wards 65.5 11.2 11.39 5.09 6.85
Brandis21 Pre/post 12 mo 500‐Bed acute care hospital Not reported 160.3 155.2 1.61 1.74
Mitchell and Jones25 Pre/post 6 mo Acute care hospital 76.23 (Pre) 72.1 (Post) 4.3 5 4.42 7.77
Schwendimann et al9 Pre/post 4 yr Internal Med, Surgery, and Geriatrics 67.3 46.8 41.9 8.6 9.1
Williams et al24 Pre/post 6 mo 3 Medical wards and a Geriatrics ward 79 15.88 12.53 8 9.5

Components of the Intervention

Multidisciplinary interventions were complex, and formulated based on available evidence for individual interventions and modifiable fall risk factors (Table 3). Each study reviewed included a fall risk assessment to risk‐stratify participants and modulate intervention according to risk.9, 2125

Components of the Multidisciplinary Fall Prevention Strategies
Included Study Fall Risk Assessment Used Mobility Assessment and Assistance if Necessary Mobility Aid Provided if Necessary Medication Modification Education About Risk Factors Fall Risk Sign/Warning in Chart Bedside Interventions (eg, Bed Alarm, Rail Adjustment, Bed Location/ Position, etc) Toileting Schedule Exercise Program Other(s)
  • Abbreviations: OT, occupational therapy.

Dykes et al22* + + + + + + + + Frequent bed checks, documented fall prevention plan
Krauss et al23 + + + + + + + + Use of bedside interventions was done based on discretion on a case‐by‐case basis
Brandis21 + + + Ward modifications after OT assessment of patient rooms and bathrooms; hip protectors
Mitchell and Jones25 + + + + Introduced detailed system to track fall details; used other preventive actions not specified
Schwendimann et al9 + + + + + + + + + Reassessment of patients who did fall; hip protectors
Williams et al24 + + + + + + Possible sitter

Each study implemented fall prevention programs in a slightly different way. Krauss et al23 used nurses to complete a Morse Fall Scale and subsequently implement several standard interventions based on risk. Staff was then authorized to employ bedside interventions as necessary without systematic data collection. Schwendimann et al9 had nurses complete a simple fall risk assessment (based on history of falls, impaired mobility, and impaired cognition) that prompted the examination by a physician if risk was determined to be high. A subsequent team‐based intervention was employed with nursing, physiotherapy, and the physician. Brandis21 employed a team of nurses and the aid of the Director of Occupational Therapy to assess risk (using an undisclosed system) and carry out an intervention. Dykes et al22 examined an electronic fall prevention tool kit (FPTK) using the electronic medical record (EMR). This intervention began with the Morse Fall Score, which triggered automatically ordered interventions that did not require personal oversight. In fact, the multidisciplinary interventions in the intervention group were also used in the control arm. The difference was the automatic nature in which the interventions were ordered in the interventions arm. Williams et al24 used nurses and physiotherapists, who were specifically trained for the study, to carry out study interventions. The Mitchell and Jones25 study focused on nursing care alone to carry out intervention and used a novel risk assessment tool.

Fall Rates

Dykes et al22 and Williams et al24 found a statistically significant reduction in fall rate with falls reduced by 1.16 per 1000‐patient days and 1.5 per 1000‐patient days, respectively. Mitchell and Jones25 demonstrated a large fall reduction but had an extremely small sample size. Brandis21 found an extremely small reduction in fall rates and failed to report a P‐value. Krauss et al23 showed a trend towards reducing falls, and even showed a statistically significant reduction over the first 5 months of the study, but lost significance in the final 4 months. Similarly, Schwendimann et al9 saw more impressive fall reductions in the first year of the study that dissipated in the final 3 years of data collection.

Results from the meta‐analysis of the 6 studies comparing odds ratios are displayed quantitatively and as a forest plot in Figure 1. The figure shows results with 95% CI for each individual study and overall. There was no statistical evidence of heterogeneity between the studies or study designs. Although, due to the small number of studies included, there is poor power to detect true heterogeneity among studies. The magnitude of boxes shown is a relative sample size indicator. Using the random‐effects model, the summary odds ratio is 0.90 (95% CI, 0.83 to 0.99) (P = 0.02) (I2 = 0%).27

Figure 1
Random‐effects meta‐analysis of the fall rate per 1000 patient‐days in control groups compared to intervention groups. Odds ratios with 95% CI represent the 6 studies included in the meta‐analysis. Abbreviations: CI, confidence intervals; RCT, randomized controlled trial.

DISCUSSION

The frequency and morbidity associated with inpatient falls is well established, based on reproduced epidemiologic data. Reducing these adverse events could reduce morbidity, mortality, and healthcare costs, and has become the focus of most hospitals quality and patient safety initiatives. The focus of this review was to examine multidisciplinary efforts to reduce falls in acute care inpatient hospitals. Despite the importance and scope of the problem, there is a paucity of research available on this topic, with a wide literature search yielding only 6 primary research studies.

Our major finding is that multidisciplinary fall prevention strategies have a statistically significant impact on fall rates with a combined OR of 0.90. While this review demonstrates a significant benefit to multidisciplinary fall prevention strategies in the acute inpatient population, the clinical impact of these efforts may be limited. Based on rates ranging from 1.7 to 9.5 falls per 1000‐patient days, multidisciplinary interventions would reduce falls by 1 to 10 falls per 10,000‐patient days using the combined OR calculated of 0.9. Using other available incidence data regarding inpatient falls,4, 9 a reasonable baseline frequency to consider would be 8 falls per 1000 patient‐days. Assuming that prevalence, the number needed to treat (NNT) to prevent a single inpatient fall is 1250 patient days. Furthermore, based on available data, only approximately one‐third of these falls result in injury and only a minor fraction of these results in serious injury.9, 1113 The magnitude of this apparent benefit in the context of fall incidence rates raises some concerns about cost‐effectiveness given the high staffing and systems needs that multidisciplinary prevention programs require. This also suggests that there are limitations when using inpatient falls as a measure of healthcare quality given the absence of high‐quality evidence demonstrating a viable solution to the problem. At present, the Center for Medicare and Medicaid services limit reimbursement for fall‐related injuries if they occur during an acute inpatient hospitalization.28

The complexity of the interventions used may help explain the limited impact. Krauss et al23 examined compliance to their interventions and found less than ideal results. They found only 36.4% of intervention floor patients had maintained a toileting schedule compared to 24.6% on control floors. Additionally, a greater proportion of patients on control floors had a physical or occupational therapy consult, and only 1.8% more patients on intervention floors had walking aids provided. These were all strategies emphasized on the intervention floors. Similarly, Schwendimann et al9 questioned their staff's adherence to protocol after fall prevention committee audits. This may help explain why a potential benefit lost statistical significance with time, based on a natural tendency towards more participation at the beginning of a new policy. Williams et al24 reported only a 64% compliance rate with fall care plan forms and 77% rate of missing information on fall care plans. A multidisciplinary fall prevention study that did not meet inclusion criteria (based on study population) yielded strongly positive results for which the authors commented mostly on changing of the hospital culture surrounding fall prevention as a key to their success.29 Adoptability of a multidisciplinary intervention will clearly impact adherence and the intervention's ultimate effectiveness.

Single intervention strategies, not analyzed in this review, are simpler to execute and adhere to. While these types of interventions may be superior, there is extremely limited data supporting or refuting patient fall benefits in the acute care inpatient population when using simple single interventions. However, some data generated partially on acute care geriatrics wards targeting patient education only showed benefit.30

Dykes et al22 was able to improve compliance rates by removing steps in the process of executing interventions with the FPTK built into the EMR. Importantly, the FPTK was compared against very similar fall prevention strategies, the difference being that patients randomized to the FPTK arm had the assessment and interventions automatically prompted on admission in the EMR. Adherence was measured through Morse Fall Scale completion rates (81% in control units versus 94% in intervention units).22 In many ways, the utility of this study was displaying a fall risk reduction by simply enhancing compliance using health information technology with automated alerts. Additionally, both arms of the study reported low fall rates compared to previously reported data, and there may have been larger benefit seen if the FPTK was compared against no fall prevention strategy. This diminishing of effect size may have been present in all studies reviewed, as usual hospital care commonly includes basic patient safety measures.

Another potential problem with the multidisciplinary fall prevention programs included in the meta‐analysis is the inability to target interventions. Each study employed a fall risk score in an attempt to focus resources on a select group of high‐risk patients. This method is problematic given that countless risk factors for inpatient falls have been identified in the literature. Factors that have been described range from clinical characteristics to laboratory tests.31 The most consistently reproducible patient‐related risks are altered mental status (including cognitive impairment and depression), altered mobility (particularly lower limb weakness), a history of falls, and toileting needs.13, 3236 Less consistency is seen with other traditional risk factors such as age, sedating medication, and length of stay.5, 13, 32, 3638 Attempting to risk‐stratify patients using simple and accurate assessment tools developed from these risk factors has proven to be very difficult. Many tools have been developed based on identified risk factors, but perform very poorly when trying to identify patients who will fall with reasonable specificity and positive predictive value.34, 3944 In fact, it has been demonstrated that using a nurse's judgment, a physician's opinion based on a patient's likelihood to wander or a simple 2‐question tool have all performed better than sophisticated risk calculators.33, 45, 46 Therefore, it is possible that interventions could benefit from including all patients, with de‐emphasis on unproven risk stratification tools.

In contrast to our findings, a modest risk reduction has been demonstrated in several primary articles and meta‐analyses in the subacute, rehabilitation, and long‐term care populations.15, 16, 4750 Additionally, a recent study has described a 63.9% risk reduction in a population that included medical, surgical, psychiatric, and rehabilitation wards.29 One important difference between these settings and the acute inpatient populations may be the amount of time and energy that can be dedicated to fall prevention and overall care planning. Another likely factor is the added challenge of preventing falls in patients with more active medical illnesses. In the acute care setting, a patient's chief complaint may not be completely addressed at the time of first mobilization and ambulation. This may be most relevant in patients who are admitted with syncope, seizure, vertigo, and dehydration.

Our study has several limitations; most notably, the available evidence is limited in quality and quantity. Furthermore, omission of unpublished data may also lead to effect bias, though this would likely be in the direction of ineffective interventions supporting a conclusion that multidisciplinary efforts have had only a small impact on fall rates. Ideally, future studies can limit confounding variables through randomization. However, it is difficult to adequately blind when studying a multidisciplinary fall intervention that depends on patient and provider participation. As a result, none of the papers reviewed met criteria for high quality. However, almost all available data examined in this review came from large sample sizes in which thoughtful interventions were used. Since an inpatient fall will not affect the majority of patients, it was crucial for these studies to recruit a large sample size to have adequate power to detect a difference in fall rates. However, each study used risk assessment tools, which are poor indicators of who will and will not fall in the hospital.34, 39, 42 This may suggest a need for improved risk assessment tools, or be further evidence to include all patients in fall prevention regardless of risk. Quantitative synthesis of multidisciplinary fall interventions has the added limitation of comparing complex, multifaceted treatments that are not perfectly uniform. It is our opinion that interventions are semi‐standardized using the grouping methods employed in Table 3.

Preventing inpatient falls remains a difficult issue to address while convincing data is lacking. Based on current evidence, multidisciplinary fall prevention efforts on acutely ill inpatients show a possible small benefit and should be explored from a cost‐effectiveness standpoint to ensure they garner appropriate investment. Many resources are required to run such teams including nursing staff, equipment, physical and occupational therapy staff, pharmacists, and specialized staff training. We are unaware of any such cost‐effectiveness data available. Effective interventions may be those that maximize compliance through health information technology, maintain staff dedication, increase staff availability, improve risk assessment, or include all patients regardless of calculated fall risk, and take the patient's chief complaint into account in the fall prevention strategy. Where resources are limited, it appears most reasonable to focus on major risk factors for inpatient falls that have independently been shown to be detrimental to outcomes, such as delirium.51 Additionally, using inpatient fall rates as a hospital quality measure may be premature, given the lack of proven efforts to lower fall rates. Multidisciplinary fall prevention efforts on acutely ill inpatients should be further studied using high‐quality, randomized trials. It remains to be seen whether these large programs are cost‐effective, or on balance clinically effective.

Inpatient falls are the most common type of inpatient adverse event,1 persist as a significant problem nationally, and result in patient injury, increased length of stay, healthcare costs, and litigation.27 Inpatient falls remain a main focus of patient safety and a measure of quality in this era of healthcare reform and quality improvement.8 Inpatient fall rates per 1000 patient‐days range from 1.4 to 18.2.4, 9 The absolute percentage of inpatients that fall ranges from 1.3% to 7%.4, 5, 9, 10 Of inpatient falls, almost all data suggest that roughly one‐third result in some type of injury while 3%‐8% result in serious injury or death.9, 1113

Fall prevention interventions have largely been aimed at modifiable risk factors such as getting out of bed with bed alarms, toileting needs with bedside commodes, and reducing delirium through reorientation techniques. There have been several attempts at decreasing fall rates in hospitals surrounding a multidisciplinary, team‐based approach. Two Cochrane reviews and 2 meta‐analyses have partially examined this issue with mixed results.1417 However, none of these reviews focused on the acute care inpatient population. In fact, the majority of the data analyzed for inpatients was from rehabilitation wards and long‐term care wards. Additionally, there exists almost no data examining fall prevention with single interventions in the acute inpatient population, likely due to the belief that falls are multifactorial in etiology and require more comprehensive interventions.

The aim of this article is to determine the impact of team‐based, multidisciplinary quality improvement efforts to reduce inpatient falls in acute care inpatient hospitals and identify key features that determine their effectiveness.

METHODS

Data Sources and Searches

A search of MEDLINE, CINAHL, EMBASE, and the Cochrane Library was done using the medical subject heading (MeSH) terms accidental falls, accident prevention, inpatients, and prevention and control. Non‐English language publications were included in the search. The search encompassed all published literature through December 1, 2011. In addition, reference lists of all systematic reviews and meta‐analyses were searched to identify all possible studies available.1416

Study Selection

Only primary research studies relating to acute care inpatient hospital fall prevention were included. Data generated exclusively or partially from psychiatric wards, rehabilitation units, subacute facilities, and long‐term facilities were excluded from the review.

Data Extraction and Quality Assessment

Each selected study was carefully hand searched by 2 authors for the purposes of data extraction. Data were collected for the following study characteristics and outcome measures: details of the fall prevention intervention used (allowing for all interventions used to be recorded in Table 3), markers of study quality, study period, study population, mean age of participants, sample size (in 1000 patient‐days), and fall rates (in 1000 patient‐days). In certain cases, sample size was converted to patient‐days using reported data points of total number of patients and average length of stay.

Two authors with experience in fall literature discussed methodological quality and reached a consensus regarding scores using a 20‐point scale previously described in fall literature for all studies included.14, 15 Ten individual criteria were scored on a 0‐2 point scale. No points were awarded when the criteria were not met, not clearly mentioned, or not mentioned at all. One point was awarded when the criterion was partially met, and both points awarded when it was fully met.

Data Synthesis and Analysis

Fall rate per 1000‐patient days was derived from reported data in both intervention and non‐intervention groups within each study. Effect sizes (odds ratios [OR]) and 95% confidence intervals (CI) were derived for individual studies and then combined across research reports using an inverse weighted random‐effects meta‐analysis.18 Random effects methodology was chosen to account for within‐study and between‐study variation. Statistical heterogeneity between trials was assessed using the Cochrane Q statistic and reported as I2, which estimates the percentage of variability across studies that is not due to chance.19 Due to the low number of included studies in our analysis, a formal statistical test on publication bias was not meaningful.20 Statistical significance was defined as P < 0.05. Data analyses were done using Comprehensive Meta‐Analysis, Version 2 (Biostat, Englewood, NJ).

RESULTS

Selected Studies

Electronic search produced 259 results on MEDLINE, 2 results from the Cochrane Library, 94 from CINAHL, and 4 from EMBASE. Each result was hand searched to exclude duplicates, and irrelevant studies. Once such data were excluded, the above inclusion and exclusion criteria identified 6 primary articles for review.9, 2125 Additionally, a cluster randomized fall prevention trial in a mixed inpatient population was published by Cumming et al26 in 2008. The study was excluded, as the participants were pooled between rehabilitation wards and acute inpatient wards, and only incomplete data were reported separately for the acute inpatient wards. We were unsuccessful at obtaining necessary data to analyze the acute inpatient wards.

Study Quality

The quality assessment results scores ranged from 11 to 14 out of a possible 20 (Table 1). None of the studies explicitly used an intention‐to‐treat statistical model, as the nature of inpatient care largely prevents drop‐out or crossover, and all patients were included in individual study results.

Study Quality
Included Study Clearly Defined Inclusion and Exclusion Criteria Randomization Comparable Treatment Groups at Entry Identical Standard Program for Both Groups Fall Incident Clearly Defined and Staff Trained in Definition Blinded Treatment Providers Blinded Outcome Assessors Blinded Patients Identical Appraisal of Outcomes* Intention‐to‐ Treat Analysis Total Score (0‐20)
  • Defined as how study groups measured and reported patient falls.

Dykes et al22 2 2 2 2 2 0 0 0 2 2 14
Krauss et al23 2 0 2 2 2 0 0 0 2 2 12
Brandis21 1 0 1 2 2 0 0 0 2 2 10
Mitchell and Jones25 2 0 1 2 2 0 0 0 2 2 11
Schwendimann et al9 2 0 1 2 2 0 0 0 2 2 11
Williams et al24 2 0 1 2 2 0 0 0 2 2 11

Study Characteristics

The available data are skewed towards elderly patients being hospitalized in general medicine or geriatric units (Table 2). All but 1 study had a large sample size, with 1000‐patient days ranging from 11.1 to 160.3.9, 2124

Description of Studies Included in Systematic Review of Fall Prevention Strategies
Included Study Study Design Study Period Study Wards Mean Age Sample Size With Intervention (1000 Patient‐Days) Sample Size in Control (1000 Patient‐Days) Fall Rate With Intervention (Falls per 1000 Patient‐Days) Fall Rate in Control (Falls per 1000 Patient‐Days)
  • Abbreviations: RCT, randomized controlled trials.

Dykes et al22 RCT 6 mo 2 Medical units 50% <65‐17% 65‐74 33% 75 24.1 24.1 4.18 4.64
Krauss et al23 Quasi‐experimental 9 mo General Medicine wards 65.5 11.2 11.39 5.09 6.85
Brandis21 Pre/post 12 mo 500‐Bed acute care hospital Not reported 160.3 155.2 1.61 1.74
Mitchell and Jones25 Pre/post 6 mo Acute care hospital 76.23 (Pre) 72.1 (Post) 4.3 5 4.42 7.77
Schwendimann et al9 Pre/post 4 yr Internal Med, Surgery, and Geriatrics 67.3 46.8 41.9 8.6 9.1
Williams et al24 Pre/post 6 mo 3 Medical wards and a Geriatrics ward 79 15.88 12.53 8 9.5

Components of the Intervention

Multidisciplinary interventions were complex, and formulated based on available evidence for individual interventions and modifiable fall risk factors (Table 3). Each study reviewed included a fall risk assessment to risk‐stratify participants and modulate intervention according to risk.9, 2125

Components of the Multidisciplinary Fall Prevention Strategies
Included Study Fall Risk Assessment Used Mobility Assessment and Assistance if Necessary Mobility Aid Provided if Necessary Medication Modification Education About Risk Factors Fall Risk Sign/Warning in Chart Bedside Interventions (eg, Bed Alarm, Rail Adjustment, Bed Location/ Position, etc) Toileting Schedule Exercise Program Other(s)
  • Abbreviations: OT, occupational therapy.

Dykes et al22* + + + + + + + + Frequent bed checks, documented fall prevention plan
Krauss et al23 + + + + + + + + Use of bedside interventions was done based on discretion on a case‐by‐case basis
Brandis21 + + + Ward modifications after OT assessment of patient rooms and bathrooms; hip protectors
Mitchell and Jones25 + + + + Introduced detailed system to track fall details; used other preventive actions not specified
Schwendimann et al9 + + + + + + + + + Reassessment of patients who did fall; hip protectors
Williams et al24 + + + + + + Possible sitter

Each study implemented fall prevention programs in a slightly different way. Krauss et al23 used nurses to complete a Morse Fall Scale and subsequently implement several standard interventions based on risk. Staff was then authorized to employ bedside interventions as necessary without systematic data collection. Schwendimann et al9 had nurses complete a simple fall risk assessment (based on history of falls, impaired mobility, and impaired cognition) that prompted the examination by a physician if risk was determined to be high. A subsequent team‐based intervention was employed with nursing, physiotherapy, and the physician. Brandis21 employed a team of nurses and the aid of the Director of Occupational Therapy to assess risk (using an undisclosed system) and carry out an intervention. Dykes et al22 examined an electronic fall prevention tool kit (FPTK) using the electronic medical record (EMR). This intervention began with the Morse Fall Score, which triggered automatically ordered interventions that did not require personal oversight. In fact, the multidisciplinary interventions in the intervention group were also used in the control arm. The difference was the automatic nature in which the interventions were ordered in the interventions arm. Williams et al24 used nurses and physiotherapists, who were specifically trained for the study, to carry out study interventions. The Mitchell and Jones25 study focused on nursing care alone to carry out intervention and used a novel risk assessment tool.

Fall Rates

Dykes et al22 and Williams et al24 found a statistically significant reduction in fall rate with falls reduced by 1.16 per 1000‐patient days and 1.5 per 1000‐patient days, respectively. Mitchell and Jones25 demonstrated a large fall reduction but had an extremely small sample size. Brandis21 found an extremely small reduction in fall rates and failed to report a P‐value. Krauss et al23 showed a trend towards reducing falls, and even showed a statistically significant reduction over the first 5 months of the study, but lost significance in the final 4 months. Similarly, Schwendimann et al9 saw more impressive fall reductions in the first year of the study that dissipated in the final 3 years of data collection.

Results from the meta‐analysis of the 6 studies comparing odds ratios are displayed quantitatively and as a forest plot in Figure 1. The figure shows results with 95% CI for each individual study and overall. There was no statistical evidence of heterogeneity between the studies or study designs. Although, due to the small number of studies included, there is poor power to detect true heterogeneity among studies. The magnitude of boxes shown is a relative sample size indicator. Using the random‐effects model, the summary odds ratio is 0.90 (95% CI, 0.83 to 0.99) (P = 0.02) (I2 = 0%).27

Figure 1
Random‐effects meta‐analysis of the fall rate per 1000 patient‐days in control groups compared to intervention groups. Odds ratios with 95% CI represent the 6 studies included in the meta‐analysis. Abbreviations: CI, confidence intervals; RCT, randomized controlled trial.

DISCUSSION

The frequency and morbidity associated with inpatient falls is well established, based on reproduced epidemiologic data. Reducing these adverse events could reduce morbidity, mortality, and healthcare costs, and has become the focus of most hospitals quality and patient safety initiatives. The focus of this review was to examine multidisciplinary efforts to reduce falls in acute care inpatient hospitals. Despite the importance and scope of the problem, there is a paucity of research available on this topic, with a wide literature search yielding only 6 primary research studies.

Our major finding is that multidisciplinary fall prevention strategies have a statistically significant impact on fall rates with a combined OR of 0.90. While this review demonstrates a significant benefit to multidisciplinary fall prevention strategies in the acute inpatient population, the clinical impact of these efforts may be limited. Based on rates ranging from 1.7 to 9.5 falls per 1000‐patient days, multidisciplinary interventions would reduce falls by 1 to 10 falls per 10,000‐patient days using the combined OR calculated of 0.9. Using other available incidence data regarding inpatient falls,4, 9 a reasonable baseline frequency to consider would be 8 falls per 1000 patient‐days. Assuming that prevalence, the number needed to treat (NNT) to prevent a single inpatient fall is 1250 patient days. Furthermore, based on available data, only approximately one‐third of these falls result in injury and only a minor fraction of these results in serious injury.9, 1113 The magnitude of this apparent benefit in the context of fall incidence rates raises some concerns about cost‐effectiveness given the high staffing and systems needs that multidisciplinary prevention programs require. This also suggests that there are limitations when using inpatient falls as a measure of healthcare quality given the absence of high‐quality evidence demonstrating a viable solution to the problem. At present, the Center for Medicare and Medicaid services limit reimbursement for fall‐related injuries if they occur during an acute inpatient hospitalization.28

The complexity of the interventions used may help explain the limited impact. Krauss et al23 examined compliance to their interventions and found less than ideal results. They found only 36.4% of intervention floor patients had maintained a toileting schedule compared to 24.6% on control floors. Additionally, a greater proportion of patients on control floors had a physical or occupational therapy consult, and only 1.8% more patients on intervention floors had walking aids provided. These were all strategies emphasized on the intervention floors. Similarly, Schwendimann et al9 questioned their staff's adherence to protocol after fall prevention committee audits. This may help explain why a potential benefit lost statistical significance with time, based on a natural tendency towards more participation at the beginning of a new policy. Williams et al24 reported only a 64% compliance rate with fall care plan forms and 77% rate of missing information on fall care plans. A multidisciplinary fall prevention study that did not meet inclusion criteria (based on study population) yielded strongly positive results for which the authors commented mostly on changing of the hospital culture surrounding fall prevention as a key to their success.29 Adoptability of a multidisciplinary intervention will clearly impact adherence and the intervention's ultimate effectiveness.

Single intervention strategies, not analyzed in this review, are simpler to execute and adhere to. While these types of interventions may be superior, there is extremely limited data supporting or refuting patient fall benefits in the acute care inpatient population when using simple single interventions. However, some data generated partially on acute care geriatrics wards targeting patient education only showed benefit.30

Dykes et al22 was able to improve compliance rates by removing steps in the process of executing interventions with the FPTK built into the EMR. Importantly, the FPTK was compared against very similar fall prevention strategies, the difference being that patients randomized to the FPTK arm had the assessment and interventions automatically prompted on admission in the EMR. Adherence was measured through Morse Fall Scale completion rates (81% in control units versus 94% in intervention units).22 In many ways, the utility of this study was displaying a fall risk reduction by simply enhancing compliance using health information technology with automated alerts. Additionally, both arms of the study reported low fall rates compared to previously reported data, and there may have been larger benefit seen if the FPTK was compared against no fall prevention strategy. This diminishing of effect size may have been present in all studies reviewed, as usual hospital care commonly includes basic patient safety measures.

Another potential problem with the multidisciplinary fall prevention programs included in the meta‐analysis is the inability to target interventions. Each study employed a fall risk score in an attempt to focus resources on a select group of high‐risk patients. This method is problematic given that countless risk factors for inpatient falls have been identified in the literature. Factors that have been described range from clinical characteristics to laboratory tests.31 The most consistently reproducible patient‐related risks are altered mental status (including cognitive impairment and depression), altered mobility (particularly lower limb weakness), a history of falls, and toileting needs.13, 3236 Less consistency is seen with other traditional risk factors such as age, sedating medication, and length of stay.5, 13, 32, 3638 Attempting to risk‐stratify patients using simple and accurate assessment tools developed from these risk factors has proven to be very difficult. Many tools have been developed based on identified risk factors, but perform very poorly when trying to identify patients who will fall with reasonable specificity and positive predictive value.34, 3944 In fact, it has been demonstrated that using a nurse's judgment, a physician's opinion based on a patient's likelihood to wander or a simple 2‐question tool have all performed better than sophisticated risk calculators.33, 45, 46 Therefore, it is possible that interventions could benefit from including all patients, with de‐emphasis on unproven risk stratification tools.

In contrast to our findings, a modest risk reduction has been demonstrated in several primary articles and meta‐analyses in the subacute, rehabilitation, and long‐term care populations.15, 16, 4750 Additionally, a recent study has described a 63.9% risk reduction in a population that included medical, surgical, psychiatric, and rehabilitation wards.29 One important difference between these settings and the acute inpatient populations may be the amount of time and energy that can be dedicated to fall prevention and overall care planning. Another likely factor is the added challenge of preventing falls in patients with more active medical illnesses. In the acute care setting, a patient's chief complaint may not be completely addressed at the time of first mobilization and ambulation. This may be most relevant in patients who are admitted with syncope, seizure, vertigo, and dehydration.

Our study has several limitations; most notably, the available evidence is limited in quality and quantity. Furthermore, omission of unpublished data may also lead to effect bias, though this would likely be in the direction of ineffective interventions supporting a conclusion that multidisciplinary efforts have had only a small impact on fall rates. Ideally, future studies can limit confounding variables through randomization. However, it is difficult to adequately blind when studying a multidisciplinary fall intervention that depends on patient and provider participation. As a result, none of the papers reviewed met criteria for high quality. However, almost all available data examined in this review came from large sample sizes in which thoughtful interventions were used. Since an inpatient fall will not affect the majority of patients, it was crucial for these studies to recruit a large sample size to have adequate power to detect a difference in fall rates. However, each study used risk assessment tools, which are poor indicators of who will and will not fall in the hospital.34, 39, 42 This may suggest a need for improved risk assessment tools, or be further evidence to include all patients in fall prevention regardless of risk. Quantitative synthesis of multidisciplinary fall interventions has the added limitation of comparing complex, multifaceted treatments that are not perfectly uniform. It is our opinion that interventions are semi‐standardized using the grouping methods employed in Table 3.

Preventing inpatient falls remains a difficult issue to address while convincing data is lacking. Based on current evidence, multidisciplinary fall prevention efforts on acutely ill inpatients show a possible small benefit and should be explored from a cost‐effectiveness standpoint to ensure they garner appropriate investment. Many resources are required to run such teams including nursing staff, equipment, physical and occupational therapy staff, pharmacists, and specialized staff training. We are unaware of any such cost‐effectiveness data available. Effective interventions may be those that maximize compliance through health information technology, maintain staff dedication, increase staff availability, improve risk assessment, or include all patients regardless of calculated fall risk, and take the patient's chief complaint into account in the fall prevention strategy. Where resources are limited, it appears most reasonable to focus on major risk factors for inpatient falls that have independently been shown to be detrimental to outcomes, such as delirium.51 Additionally, using inpatient fall rates as a hospital quality measure may be premature, given the lack of proven efforts to lower fall rates. Multidisciplinary fall prevention efforts on acutely ill inpatients should be further studied using high‐quality, randomized trials. It remains to be seen whether these large programs are cost‐effective, or on balance clinically effective.

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  37. Schwendimann R,Buhler H, De Geest,Milisen K.Characteristics of hospital inpatient falls across clinical departments.Gerontology.2008;54(6):342348.
  38. Oliver D,Healy F.Falls risk prediction tools for hospital inpatients: do they work?Nurs Times.2009;105(7):1821.
  39. Lovallo C,Rolandi S,Rossetti AM,Lusignani M.Accidental falls in hospital inpatients: evaluation of sensitivity and specificity of two risk assessment tools.J Adv Nurs.2010;66(3):690696.
  40. Oliver D,Papaioannou A,Giangregorio L,Thabane L,Reizgys K,Foster G.A systematic review and meta‐analysis of studies using the STRATIFY tool for prediction of falls in hospital patients: how well does it work?Age Ageing.2008;37(6):621627.
  41. Oliver D.Falls risk‐prediction tools for hospital inpatients. Time to put them to bed?Age Ageing.2008;37(3):248250.
  42. Kim EA,Mordiffi SZ,Bee WH,Devi K,Evans D.Evaluation of three fall‐risk assessment tools in an acute care setting.J Adv Nurs.2007;60(4):427435.
  43. Milisen K,Staelens N,Schwendimann R, et al.Fall prediction in inpatients by bedside nurses using the St. Thomas's Risk Assessment Tool in Falling Elderly Inpatients (STRATIFY) instrument: a multicenter study.J Am Geriatr Soc.2007;55(5):725733.
  44. Meyer G,Kopke S,Haastert B,Muhlhauser I.Comparison of a fall risk assessment tool with nurses' judgement alone: a cluster‐randomised controlled trial.Age Ageing.2009;38(4):417423.
  45. Vassallo M,Poynter L,Sharma JC,Kwan J,Allen SC.Fall risk‐assessment tools compared with clinical judgment: an evaluation in a rehabilitation ward.Age Ageing.2008;37(3):277281.
  46. von Renteln‐Kruse W,Krause T.Incidence of in‐hospital falls in geriatric patients before and after the introduction of an interdisciplinary team‐based fall‐prevention intervention.J Am Geriatr Soc.2007;55(12):20682074.
  47. Fonda D,Cook J,Sandler V,Bailey M.Sustained reduction in serious fall‐related injuries in older people in hospital.Med J Aust.2006;184(8):379382.
  48. Vassallo M,Vignaraja R,Sharma JC, et al.The effect of changing practice on fall prevention in a rehabilitative hospital: the Hospital Injury Prevention Study.J Am Geriatr Soc.2004;52(3):335339.
  49. Haines TP,Bennell KL,Osborne RH,Hill KD.Effectiveness of targeted falls prevention programme in subacute hospital setting: randomised controlled trial.BMJ.2004;328(7441):676.
  50. Inouye SK,Rushing JT,Foreman MD,Palmer RM,Pompei P.Does delirium contribute to poor hospital outcomes? A three‐site epidemiologic study.J Gen Intern Med.1998;13(4):234242.
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  38. Oliver D,Healy F.Falls risk prediction tools for hospital inpatients: do they work?Nurs Times.2009;105(7):1821.
  39. Lovallo C,Rolandi S,Rossetti AM,Lusignani M.Accidental falls in hospital inpatients: evaluation of sensitivity and specificity of two risk assessment tools.J Adv Nurs.2010;66(3):690696.
  40. Oliver D,Papaioannou A,Giangregorio L,Thabane L,Reizgys K,Foster G.A systematic review and meta‐analysis of studies using the STRATIFY tool for prediction of falls in hospital patients: how well does it work?Age Ageing.2008;37(6):621627.
  41. Oliver D.Falls risk‐prediction tools for hospital inpatients. Time to put them to bed?Age Ageing.2008;37(3):248250.
  42. Kim EA,Mordiffi SZ,Bee WH,Devi K,Evans D.Evaluation of three fall‐risk assessment tools in an acute care setting.J Adv Nurs.2007;60(4):427435.
  43. Milisen K,Staelens N,Schwendimann R, et al.Fall prediction in inpatients by bedside nurses using the St. Thomas's Risk Assessment Tool in Falling Elderly Inpatients (STRATIFY) instrument: a multicenter study.J Am Geriatr Soc.2007;55(5):725733.
  44. Meyer G,Kopke S,Haastert B,Muhlhauser I.Comparison of a fall risk assessment tool with nurses' judgement alone: a cluster‐randomised controlled trial.Age Ageing.2009;38(4):417423.
  45. Vassallo M,Poynter L,Sharma JC,Kwan J,Allen SC.Fall risk‐assessment tools compared with clinical judgment: an evaluation in a rehabilitation ward.Age Ageing.2008;37(3):277281.
  46. von Renteln‐Kruse W,Krause T.Incidence of in‐hospital falls in geriatric patients before and after the introduction of an interdisciplinary team‐based fall‐prevention intervention.J Am Geriatr Soc.2007;55(12):20682074.
  47. Fonda D,Cook J,Sandler V,Bailey M.Sustained reduction in serious fall‐related injuries in older people in hospital.Med J Aust.2006;184(8):379382.
  48. Vassallo M,Vignaraja R,Sharma JC, et al.The effect of changing practice on fall prevention in a rehabilitative hospital: the Hospital Injury Prevention Study.J Am Geriatr Soc.2004;52(3):335339.
  49. Haines TP,Bennell KL,Osborne RH,Hill KD.Effectiveness of targeted falls prevention programme in subacute hospital setting: randomised controlled trial.BMJ.2004;328(7441):676.
  50. Inouye SK,Rushing JT,Foreman MD,Palmer RM,Pompei P.Does delirium contribute to poor hospital outcomes? A three‐site epidemiologic study.J Gen Intern Med.1998;13(4):234242.
Issue
Journal of Hospital Medicine - 7(6)
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Journal of Hospital Medicine - 7(6)
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497-503
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497-503
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Meta‐analysis: Multidisciplinary fall prevention strategies in the acute care inpatient population
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Meta‐analysis: Multidisciplinary fall prevention strategies in the acute care inpatient population
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cost effectiveness, geriatric patient, patient safety, quality improvement, risk management and malpractice
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cost effectiveness, geriatric patient, patient safety, quality improvement, risk management and malpractice
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