Physician Engagement and Hospital PIM

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The role of physician engagement on the impact of the hospital‐based practice improvement module (PIM)

Physicians play an important role in improving quality improvement (QI) through clinical expertise and leadership.1, 2 The role of the physician leader is dynamic and complex, yet key competencies have been described in terms of personal commitment, professional credibility, QI behaviors and skills, and institutional linkages.3 Several characteristics have also been identified in hospitals successful in implementing QI, including shared goals for improvement, substantial administrative support, use of credible data feedback, and strong physician leadership.4 Cultivating physician leadership in hospital QI via development of these competencies is crucial for ongoing efforts in hospital QI activities.

The American Board of Internal Medicine (ABIM) developed web‐based assessment tools called Practice Improvement Modules (PIMs), as part of the maintenance of certification (MOC) program. Designed to facilitate physician involvement in QI, most PIMs target a single medical condition in the ambulatory practice,5 and involve a medical record audit performed by the physician, a patient survey, and a systems readiness survey. Physicians use the results of this data collection to perform a single test of change, and receive MOC credit when they report on the results of their intervention. Recognizing that QI activities may be different in hospital settings, the ABIM subsequently developed a Hospital‐based PIM (Hospital PIM) that allows physicians to use nationally‐approved hospital‐level performance data to complete the module. The Hospital PIM requires physicians to carry out a single test of change, and report any change in the perception of the environment supporting QI activities.

The ABIM has also begun work on potentially creating a focused pathway for hospitalists in the MOC program.6 Practice‐based learning and improvement (PBLI), systems‐based practice (SBP),7 and QI8 are core competencies of hospital medicine, and assessment of these competencies would be an important component of the new, focused MOC pathway. The Hospital PIM potentially provides an assessment methodology, thus it is important to understand the impact and value of this web‐based assessment tool.

The objective of this study is to explore the impact of the Hospital PIM on physicians participating in hospital‐based QI, including facilitators and barriers to a successful experience. We highlight several case studies to describe this impact, which can be defined as learning about QI, value‐added to practice, or an enhanced QI experience. We also describe 3 pathways suggesting how physician engagement, which is an emerging theme of our research, mediates the impact of the Hospital PIM.

Methods

A nonprobability purposive sample of physicians who completed the Hospital PIM (n = 21) as part of MOC by January 2007 was interviewed using semistructured telephone interviews. At the time of data collection, 771 physicians completed the Hospital PIM, and our sample strategically reflects equal proportions of those currently active on a QI team, as well as those who formed a QI team. Physicians were contacted via e‐mail and telephone to arrange an interview. None of the physicians contacted declined. All physicians were informed about the purpose of the study and provided consent for the ABIM to analyze and report data for purposes of understanding the feasibility of the PIM at improving practice. No physician personal identifiers were used in data analysis.

The interviews focused on four domains: reasons for choosing the module, assembly and role on any quality improvement teams, the value and satisfaction with the experience of completing the Hospital PIM, and prior experience with QI. Interviews were conducted by 1 trained member of the research team, and lasted approximately 30 minutes. Data collection was terminated when theoretical saturation was reached, or when no new data was revealed during the interviews. Interviews were audio‐recorded, and data were transcribed verbatim to facilitate analysis. Through an inductive and iterative approach, 3 members of the research team (including the interviewer) coded the data to identify themes that were consistently grounded in the data.9 These themes were subsequently discussed with a fourth researcher to maximize interrater reliability. Codes were then checked against existing literature to confirm linkages and enhance interpretation.

Results

The mean age of the participants (n = 21) was 42 years and 81% were male. Primary certificates were issued a mean of 13 years prior and completers came from a wide variety of disciplines, hospitals, and areas of expertise. Overall, the majority of physicians found the Hospital PIM to be a valuable experience (n = 17; 81%), which is similar to ABIM Hospital PIM surveillance data in which 75% of all completers said they would recommend the PIM to a colleague.

The impact and value of completing the PIM is illustrated in a variety of ways. For some, particularly those with extensive QI backgrounds, the PIM organized and broadened documentation of ongoing work. Several physicians described their utilization of the Hospital PIM as a byproduct of their hospital's existing cultural norms and interest in QI, and many Hospital PIM projects dovetailed with ongoing hospital QI activities. In these cases, even though the PIM did not stimulate new ideas, there was still value among physicians in receiving recognition for their ongoing QI activities and, perhaps more importantly, in learning by reflecting on their work.10

For others, the Hospital PIM was a catalyst to change. Similar to the role of a catalyst in a chemical reaction, our data suggest that the Hospital PIM facilitated QI by lowering the energy necessary for the process to occur. Many physicians reported the process stimulated new interest in QI, (eg, [The process] gave me some ideas about future QI projects that I plan to do, or described how the experience was an extra boost or stimulus to help change their ways.) These findings are consistent with recent findings on the use of PIMs in residency,11 which describes the Preventive Cardiology PIM as a catalyst to change.

Several physicians were surprised at how easy it was to begin and initiate a QI project, acknowledging the importance of leadership and teamwork (n = 7; 33%). In addition, many physicians highlighted reflective processes (n = 8; 38%) whereby the PIM led to an increased awareness of their clinical environment, or QI in general, including how QI can affect patient care and/or patient outcomes.

The most frequently reported facilitators to a successful PIM experience were familiarity/access to QI resources and staff, institutional support and culture of QI, and documentation of ongoing QI activities. The most frequently reported barrier (n = 9; 43%) was the time that it took to complete the module. Other barriers included a lack of institutional support or negative culture supporting QI activities, a lack of familiarity/access to QI resources and staff, and perceived irrelevance of QI activities to clinical practice.

Physician Engagement

Our data revealed a critical theme, whereby a physician's engagement with the QI process (especially the utilization of existing QI resources) mediated the impact of the PIM. Physicians who we describe as active engagers (n = 8) exhibited personal involvement in the QI project, including a commitment to working within the QI team structure. Active engagers possessed familiarity or knowledge of basic QI behaviors and skills, and most reported enhanced awareness of ongoing QI activities and the clinical environment as a result of completing the PIM.

Passive engagers (n = 10) may not have possessed the skills or motivation to become involved in the QI process. In our study, passive engagers were more likely to report perceived lack of relevance of QI activities to patient care practices, and may have had difficulty demonstrating personal commitment to improvement. Interestingly, many passive engagers reported an overall negative Hospital PIM experience, yet documented impact from the PIM via learning about the QI processes (eg, teamwork, communication, documentation, use of data) or ongoing QI activities that occurred while completing the PIM.

Finally, physicians who failed to engage in the QI process, nonengagers (n = 3) documented no evidence of QI learning and reported little impact from completing the PIM. The following case studies illustrate how physician engagement relates to physicians' experiences with the Hospital PIM and describes the unique influence of facilitators and barriers on both engagement and impact.

Case Study A: Active Engagement

This hospitalist spends 100% of his time performing clinical work in a hospital. He denies formal training in QI principles and has no prior experience in QI, but has an interest in QI resulting from prior work on throughput activities as part of a patient safety initiative at his hospital. He possesses a positive perception of his hospital's leadership and culture supporting QI activities: the hospital administration is very supportive of any sort of QI initiatives. His chosen measure was administration of pneumococcal vaccine in patients admitted with community acquired pneumonia (CAP), for which his hospital performed at 36% compliance.

Despite a lack of formal training in QI, this physician actively engaged with the existing QI resources and was able to call together the people who are typically associated with [QI] initiatives in the hospital to work on [the PIM]. This supportive culture facilitated the navigation through the hospital system and the physician's active engagement in the QI process.

Another key aspect of this physician's experience was his interaction with the members of a multidisciplinary team. While he provided the creative initiative for the project itself, the assembled QI team quickly identified areas of need and moved on to a quality‐based initiative, while providing a framework to disseminate the ideas of the project. The PIM was a valuable experience and this physician noted that it was surprisingly easier to begin and initiate a quality improvement project than thought.

Despite a lack of formal QI training or experience, this physician utilized his personal commitment to the value of QI and the positive hospital culture to engage the existing QI resources and staff. Similar to other active engagers, he demonstrated relationship building, team formation, and effective communication in completing the PIM. His level of engagement facilitated learning about QI and enhanced his PIM experience.

Case Study B: Passive Engagement

This physician is a subspecialist in Infectious Diseases who spends 15% of his time in patient care in the hospital. Prior to completing the PIM, he identified his prior QI experience as receiving messages from the head of our department in the hospital hearing about these kinds of things from a bureaucratic stance. At the beginning, he strongly disagreed with the notion that the hospital had strong leadership and culture supporting QI activities. His measure was the appropriate choice of initial antibiotics in CAP, in which his hospital reported 24% compliance.

In order to complete the module, this physician successfully enlisted the help of an existing QI team stating, I joined the group for that period of time so I could complete my certification. Specifically, They helped me to understand the problems, the barriers to improvement, and helped me get a sense of the ways to better improve the management of pneumonia in the hospital setting but in the end it probably didn't really affect my practice very much. When questioned about this dichotomy, this physician stated that the information learned in completing the PIM was not particularly relevant to a subspecialist who practices inpatient medicine for only a short period of time and mainly does research. Interestingly, after completing the module, this physician had a significantly improved perception of his hospital's QI leadership and culture.

Like other passive engagers, this physician described some interaction with existing QI resources and staff, though to a lesser degree than the active engagers. Even though completing the PIM was perceived as an overall negative experience, his familiarity with QI resources, and his ability to successfully engage with those resources, allowed him to complete the module and document an impact (ie, new personal learning about hospital QI principles and team formation) in the process. Another important finding is that QI learning occurred despite the presence of multiple barriers.

Case Studies C and D: No Engagement

Case Study C

This physician has a small clinical practice and works mostly in the laboratory. He admits to very limited QI experience and, at the onset of the PIM, possessed a moderately negative opinion about his hospital administration and culture supporting QI. He also chose pneumococcal vaccine administration, for which his hospital was performing at 48% compliance.

He tried multiple times to enlist the help of a hospital QI officer but was told to assemble the team myself and was subsequently unable to do so. This physician ended up being disengaged with the PIM and the QI process because he had no buy‐in from the QI department. The experience was frustrating and at the completion of the module, his perception of the hospital's QI leadership and culture was rated as moderately worse. This physician documented no impact as a result of completing the PIM.

Case Study D

This physician chose to complete the Hospital PIM because he worked as a hospitalist 100% of the time. He claims experience in QI by participating in conferences, teaching students, reading literature, but had not led or organized any QI projects or activities. He generally rated his hospital leadership and QI culture in positive terms.

Overall, this physician failed to engage because he did not believe in the basic tenets of QI, and possessed a negative view of the Hospital PIM and its relevance to his practice. This perceived irrelevance was illustrated when, despite having a hospital baseline performance measure of 5% compliance for percutaneous coronary intervention in under 120 minutes, he stated, We don't need to improve we're at a terrific level right now. During the PIM, this physician chose not to work with a QI team because he [didn't] need a team everybody knows their own place and what to do in each situation. To achieve QI gains, physicians at this hospital discuss with administration what they need to do to improve quality. This physician did document a change in the hospital's QI environment, but did not attribute it to the Hospital PIM, rather, because we just became more experienced in our hospital. The overall impact on this physician was negative, a waste of time, highlighting the perceived irrelevance of the PIM and of QI activities.

For various reasons highlighted in these case studies (eg, institutional barriers, perceived irrelevance, redundancy with existing QI activities), the Hospital PIM may be unhelpful to nonengagers and as a result, physicians with no engagement in the QI process may not have a successful experience with the Hospital PIM.

In summary, physician engagement mediates the experience and impact of the Hospital PIM on the physician. Importantly, initial engagement by itself is not a powerful predictor; rather, the degree of engagement unfolds as the QI activity progresses. Physicians may elect to (at times not purposefully) actively, passively, or not engage in the QI process; however, simply enrolling in the PIM will not necessarily lead to engagement or to a successful experience. The physician must engage in the QI process in order to achieve learning. In all of these case studies, facilitators and barriers undoubtedly influence the Hospital PIM experience, as well as any subsequent impact on learning about QI. However, their presence or absence does not seem to be as powerful of a predictor of impact as is the degree of physician engagement.

Discussion

This study describes experiences for a small number of early‐completers of the Hospital PIM. For many, impact is described as an increased awareness of the hospital clinical environment, particularly an awareness of ongoing QI activities. For others, the primary impact was learning through an increased appreciation of the importance of QI activities and understanding of basic QI procedures (ie, interdisciplinary teamwork, enhanced communication, and documentation, buy‐in, using data). Still others described impact as an enhanced QI experience via reflection on current QI work or catalyzing change in their hospital environment. Further exploration of these findings will be important to determine the full impact of the PIM. An unanticipated finding, however, was the emerging theme of the role of physician engagement in mediating a successful experience with the Hospital PIM.

Prior research on physician engagement more generally demonstrates that increased physician engagement enhances interaction with nursing and other office staff,12 improves overall physician alignment,13 enhances QI,2 and may heighten physicians' willingness to participate in hospital administration and policy.14 Our data support these findings and further describe the importance of engagement in QI activities, whether it be through assembling and working in a team, helping analyze hospital systems, navigating existing institutional linkages, or simply becoming the creative initiative on a QI project. For completers of the Hospital PIM, engaging in any aspect of the QI process facilitates a successful PIM experience as documented by impact, and may stimulate physician leadership and hospital level change as well. Nonengaging physicians, in contrast, had a negative experience and documented little or no impact as a result of completing the PIM.

As our findings illustrate, engagement may not be a fixed construct, and may be acquired or generated through the QI process. In this context, physicians with varying levels of QI experience and expertise may learn and find value in completing the Hospital PIM, provided they become engaged with the process. Internal (ie, personal commitment, buy‐in, perceived relevance) and external (ie, hospital QI culture, access to QI team, access to data) factors may influence the degree of satisfaction and success with the Hospital PIM experience, thus maximizing facilitators and overcoming the barriers is also important for a positive outcome.

There are important limitations to this study. Most importantly, we acknowledge that the quality of the resources available between hospitals is highly variable. Therefore, our subjective assessment of whether or not someone was actively engaged is largely dependent on the quality of the available resources, and in a resource‐poor environment, this may not be a fair reflection of their engagement. We further recognize that coming to any broad or conclusive findings about the impact of the PIM is difficult given the qualitative nature of this study. However, our findings do suggest that the Hospital PIM may promote learning and value to completing physicians, especially those that engage in the QI process. Future studies should further explore the described impact and the relationship between engagement and QI.

To further enhance the Hospital PIM, consideration of prerequisite criteria for future completers, such as documentation of engagement, adequate access to hospital QI resources, and significant clinical work in the hospital setting, may be warranted. Additionally, consideration for alternative means of MOC credit may be warranted for physicians who demonstrate a proficiency in QI activities or who work in hospitals that efficiently participate in QI activities, such as a Health Maintenance Organization, for whom completion of the Hospital PIM may be redundant.

In conclusion, our findings suggest that the Hospital PIM is a useful component of MOC for appropriate groups of physicians despite the unique aspects of the Hospital PIM using hospital‐level outcomes data. Many physicians in our sample found it to be useful as a catalyst for learning about QI activities, which was facilitated through active engagement with the PIM QI process. While ongoing study is needed, it is anticipated that the findings from this study will help to inform the proposed pathway of focused practice in hospital medicine as part of MOC, particularly activities geared toward assessing competency in QI.

References
  1. Bradley EH, Holmboe ES, Mattera JA, Roumanis SA, Radford MJ, Krumholz HM.The roles of senior management in quality improvement efforts: what are the key components?J Healthc Manag.2003;48:1528.
  2. Weiner BJ, Shortell SM, Alexander J.Promoting clinical involvement in hospital quality improvement efforts: the effects of top management, board, and physician leadership.Health Serv Res.1997;32:491510.
  3. Holmboe ES, Bradley EH, Mattera JA, Roumanis SA, Radford MJ, Krumholz HM.Characteristics of physician leaders working to improve the quality of care in acute myocardial infarction.Jt Comm J Qual Saf.2003;29:289296.
  4. Bradley EH, Holmboe ES, Mattera JA, Roumanis SA, Radford MJ, Krumholz HM.A qualitative study of increasing beta‐blocker use after myocardial infarction: why do some hospitals succeed?JAMA.2001;285:26042611.
  5. Holmboe ES, Lynn L, Duffy FD.Improving the quality of care via maintenance of certification and the web: an early status report.Perspect Biol Med.2008;51:7183.
  6. American Board of Internal Medicine. Questions and answers about ABIM recognition of focused practice in hospital medicine. Available at: http://www.abim.org/news/news/hospital‐medicine‐qa.aspx?wt.mc_id=hospital‐medicine‐qa. Accessed March 2009.
  7. Accreditation Council for Graduate Medical Education. The outcomes project. Available at: http://www.acgme.org/Outcome. Accessed March 2009.
  8. The core competencies in hospital medicine: a framework for curriculum development by the Society of Hospital Medicine.J Hosp Med.2006;1(suppl):295.
  9. Strauss A, Corbin J.Basics of Qualitative Research: Grounded Theory Procedures and Techniques.Newbury Park, CA:Sage Publications;1998.
  10. Epstein RM, Siegel DJ, Silberman J.Self‐monitoring in clinical practice: a challenge for medical educators.J Cont Educ Health Prof.2008;28:513.
  11. Bernabeo E, Conforti L, Holmboe E.The Impact of a preventive cardioloy quality improvement intervention on residents and clinics: a qualitative exploration.Am J of Med Qual.2009;24:99107.
  12. Mackoff BL, Triolo PK.Why do nurse managers stay? Building a model of engagement: Part 1. Dimensions of engagement.J Nurs Adm.2008;38:118124.
  13. Blumenthal D, Edwards J.Involving physicians in total quality management: results of a study. In: Blumental D, Scheck AC, eds.Improving Clinical Practice: Total Quality Management and the Physician.San Francisco, CA:Jossey‐Bass;1995.
  14. O'Hare D, Kudrle V.Increasing physician engagement. using norms of physician culture to improve relationships with medical staff.Physician Exec.2007;33:3845.
Article PDF
Issue
Journal of Hospital Medicine - 4(8)
Page Number
466-470
Legacy Keywords
engagement, hospitalist, Internet, leadership, maintenance of certification, MOC, PIM, practice improvement module, quality improvement, self‐assessment
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Article PDF
Article PDF

Physicians play an important role in improving quality improvement (QI) through clinical expertise and leadership.1, 2 The role of the physician leader is dynamic and complex, yet key competencies have been described in terms of personal commitment, professional credibility, QI behaviors and skills, and institutional linkages.3 Several characteristics have also been identified in hospitals successful in implementing QI, including shared goals for improvement, substantial administrative support, use of credible data feedback, and strong physician leadership.4 Cultivating physician leadership in hospital QI via development of these competencies is crucial for ongoing efforts in hospital QI activities.

The American Board of Internal Medicine (ABIM) developed web‐based assessment tools called Practice Improvement Modules (PIMs), as part of the maintenance of certification (MOC) program. Designed to facilitate physician involvement in QI, most PIMs target a single medical condition in the ambulatory practice,5 and involve a medical record audit performed by the physician, a patient survey, and a systems readiness survey. Physicians use the results of this data collection to perform a single test of change, and receive MOC credit when they report on the results of their intervention. Recognizing that QI activities may be different in hospital settings, the ABIM subsequently developed a Hospital‐based PIM (Hospital PIM) that allows physicians to use nationally‐approved hospital‐level performance data to complete the module. The Hospital PIM requires physicians to carry out a single test of change, and report any change in the perception of the environment supporting QI activities.

The ABIM has also begun work on potentially creating a focused pathway for hospitalists in the MOC program.6 Practice‐based learning and improvement (PBLI), systems‐based practice (SBP),7 and QI8 are core competencies of hospital medicine, and assessment of these competencies would be an important component of the new, focused MOC pathway. The Hospital PIM potentially provides an assessment methodology, thus it is important to understand the impact and value of this web‐based assessment tool.

The objective of this study is to explore the impact of the Hospital PIM on physicians participating in hospital‐based QI, including facilitators and barriers to a successful experience. We highlight several case studies to describe this impact, which can be defined as learning about QI, value‐added to practice, or an enhanced QI experience. We also describe 3 pathways suggesting how physician engagement, which is an emerging theme of our research, mediates the impact of the Hospital PIM.

Methods

A nonprobability purposive sample of physicians who completed the Hospital PIM (n = 21) as part of MOC by January 2007 was interviewed using semistructured telephone interviews. At the time of data collection, 771 physicians completed the Hospital PIM, and our sample strategically reflects equal proportions of those currently active on a QI team, as well as those who formed a QI team. Physicians were contacted via e‐mail and telephone to arrange an interview. None of the physicians contacted declined. All physicians were informed about the purpose of the study and provided consent for the ABIM to analyze and report data for purposes of understanding the feasibility of the PIM at improving practice. No physician personal identifiers were used in data analysis.

The interviews focused on four domains: reasons for choosing the module, assembly and role on any quality improvement teams, the value and satisfaction with the experience of completing the Hospital PIM, and prior experience with QI. Interviews were conducted by 1 trained member of the research team, and lasted approximately 30 minutes. Data collection was terminated when theoretical saturation was reached, or when no new data was revealed during the interviews. Interviews were audio‐recorded, and data were transcribed verbatim to facilitate analysis. Through an inductive and iterative approach, 3 members of the research team (including the interviewer) coded the data to identify themes that were consistently grounded in the data.9 These themes were subsequently discussed with a fourth researcher to maximize interrater reliability. Codes were then checked against existing literature to confirm linkages and enhance interpretation.

Results

The mean age of the participants (n = 21) was 42 years and 81% were male. Primary certificates were issued a mean of 13 years prior and completers came from a wide variety of disciplines, hospitals, and areas of expertise. Overall, the majority of physicians found the Hospital PIM to be a valuable experience (n = 17; 81%), which is similar to ABIM Hospital PIM surveillance data in which 75% of all completers said they would recommend the PIM to a colleague.

The impact and value of completing the PIM is illustrated in a variety of ways. For some, particularly those with extensive QI backgrounds, the PIM organized and broadened documentation of ongoing work. Several physicians described their utilization of the Hospital PIM as a byproduct of their hospital's existing cultural norms and interest in QI, and many Hospital PIM projects dovetailed with ongoing hospital QI activities. In these cases, even though the PIM did not stimulate new ideas, there was still value among physicians in receiving recognition for their ongoing QI activities and, perhaps more importantly, in learning by reflecting on their work.10

For others, the Hospital PIM was a catalyst to change. Similar to the role of a catalyst in a chemical reaction, our data suggest that the Hospital PIM facilitated QI by lowering the energy necessary for the process to occur. Many physicians reported the process stimulated new interest in QI, (eg, [The process] gave me some ideas about future QI projects that I plan to do, or described how the experience was an extra boost or stimulus to help change their ways.) These findings are consistent with recent findings on the use of PIMs in residency,11 which describes the Preventive Cardiology PIM as a catalyst to change.

Several physicians were surprised at how easy it was to begin and initiate a QI project, acknowledging the importance of leadership and teamwork (n = 7; 33%). In addition, many physicians highlighted reflective processes (n = 8; 38%) whereby the PIM led to an increased awareness of their clinical environment, or QI in general, including how QI can affect patient care and/or patient outcomes.

The most frequently reported facilitators to a successful PIM experience were familiarity/access to QI resources and staff, institutional support and culture of QI, and documentation of ongoing QI activities. The most frequently reported barrier (n = 9; 43%) was the time that it took to complete the module. Other barriers included a lack of institutional support or negative culture supporting QI activities, a lack of familiarity/access to QI resources and staff, and perceived irrelevance of QI activities to clinical practice.

Physician Engagement

Our data revealed a critical theme, whereby a physician's engagement with the QI process (especially the utilization of existing QI resources) mediated the impact of the PIM. Physicians who we describe as active engagers (n = 8) exhibited personal involvement in the QI project, including a commitment to working within the QI team structure. Active engagers possessed familiarity or knowledge of basic QI behaviors and skills, and most reported enhanced awareness of ongoing QI activities and the clinical environment as a result of completing the PIM.

Passive engagers (n = 10) may not have possessed the skills or motivation to become involved in the QI process. In our study, passive engagers were more likely to report perceived lack of relevance of QI activities to patient care practices, and may have had difficulty demonstrating personal commitment to improvement. Interestingly, many passive engagers reported an overall negative Hospital PIM experience, yet documented impact from the PIM via learning about the QI processes (eg, teamwork, communication, documentation, use of data) or ongoing QI activities that occurred while completing the PIM.

Finally, physicians who failed to engage in the QI process, nonengagers (n = 3) documented no evidence of QI learning and reported little impact from completing the PIM. The following case studies illustrate how physician engagement relates to physicians' experiences with the Hospital PIM and describes the unique influence of facilitators and barriers on both engagement and impact.

Case Study A: Active Engagement

This hospitalist spends 100% of his time performing clinical work in a hospital. He denies formal training in QI principles and has no prior experience in QI, but has an interest in QI resulting from prior work on throughput activities as part of a patient safety initiative at his hospital. He possesses a positive perception of his hospital's leadership and culture supporting QI activities: the hospital administration is very supportive of any sort of QI initiatives. His chosen measure was administration of pneumococcal vaccine in patients admitted with community acquired pneumonia (CAP), for which his hospital performed at 36% compliance.

Despite a lack of formal training in QI, this physician actively engaged with the existing QI resources and was able to call together the people who are typically associated with [QI] initiatives in the hospital to work on [the PIM]. This supportive culture facilitated the navigation through the hospital system and the physician's active engagement in the QI process.

Another key aspect of this physician's experience was his interaction with the members of a multidisciplinary team. While he provided the creative initiative for the project itself, the assembled QI team quickly identified areas of need and moved on to a quality‐based initiative, while providing a framework to disseminate the ideas of the project. The PIM was a valuable experience and this physician noted that it was surprisingly easier to begin and initiate a quality improvement project than thought.

Despite a lack of formal QI training or experience, this physician utilized his personal commitment to the value of QI and the positive hospital culture to engage the existing QI resources and staff. Similar to other active engagers, he demonstrated relationship building, team formation, and effective communication in completing the PIM. His level of engagement facilitated learning about QI and enhanced his PIM experience.

Case Study B: Passive Engagement

This physician is a subspecialist in Infectious Diseases who spends 15% of his time in patient care in the hospital. Prior to completing the PIM, he identified his prior QI experience as receiving messages from the head of our department in the hospital hearing about these kinds of things from a bureaucratic stance. At the beginning, he strongly disagreed with the notion that the hospital had strong leadership and culture supporting QI activities. His measure was the appropriate choice of initial antibiotics in CAP, in which his hospital reported 24% compliance.

In order to complete the module, this physician successfully enlisted the help of an existing QI team stating, I joined the group for that period of time so I could complete my certification. Specifically, They helped me to understand the problems, the barriers to improvement, and helped me get a sense of the ways to better improve the management of pneumonia in the hospital setting but in the end it probably didn't really affect my practice very much. When questioned about this dichotomy, this physician stated that the information learned in completing the PIM was not particularly relevant to a subspecialist who practices inpatient medicine for only a short period of time and mainly does research. Interestingly, after completing the module, this physician had a significantly improved perception of his hospital's QI leadership and culture.

Like other passive engagers, this physician described some interaction with existing QI resources and staff, though to a lesser degree than the active engagers. Even though completing the PIM was perceived as an overall negative experience, his familiarity with QI resources, and his ability to successfully engage with those resources, allowed him to complete the module and document an impact (ie, new personal learning about hospital QI principles and team formation) in the process. Another important finding is that QI learning occurred despite the presence of multiple barriers.

Case Studies C and D: No Engagement

Case Study C

This physician has a small clinical practice and works mostly in the laboratory. He admits to very limited QI experience and, at the onset of the PIM, possessed a moderately negative opinion about his hospital administration and culture supporting QI. He also chose pneumococcal vaccine administration, for which his hospital was performing at 48% compliance.

He tried multiple times to enlist the help of a hospital QI officer but was told to assemble the team myself and was subsequently unable to do so. This physician ended up being disengaged with the PIM and the QI process because he had no buy‐in from the QI department. The experience was frustrating and at the completion of the module, his perception of the hospital's QI leadership and culture was rated as moderately worse. This physician documented no impact as a result of completing the PIM.

Case Study D

This physician chose to complete the Hospital PIM because he worked as a hospitalist 100% of the time. He claims experience in QI by participating in conferences, teaching students, reading literature, but had not led or organized any QI projects or activities. He generally rated his hospital leadership and QI culture in positive terms.

Overall, this physician failed to engage because he did not believe in the basic tenets of QI, and possessed a negative view of the Hospital PIM and its relevance to his practice. This perceived irrelevance was illustrated when, despite having a hospital baseline performance measure of 5% compliance for percutaneous coronary intervention in under 120 minutes, he stated, We don't need to improve we're at a terrific level right now. During the PIM, this physician chose not to work with a QI team because he [didn't] need a team everybody knows their own place and what to do in each situation. To achieve QI gains, physicians at this hospital discuss with administration what they need to do to improve quality. This physician did document a change in the hospital's QI environment, but did not attribute it to the Hospital PIM, rather, because we just became more experienced in our hospital. The overall impact on this physician was negative, a waste of time, highlighting the perceived irrelevance of the PIM and of QI activities.

For various reasons highlighted in these case studies (eg, institutional barriers, perceived irrelevance, redundancy with existing QI activities), the Hospital PIM may be unhelpful to nonengagers and as a result, physicians with no engagement in the QI process may not have a successful experience with the Hospital PIM.

In summary, physician engagement mediates the experience and impact of the Hospital PIM on the physician. Importantly, initial engagement by itself is not a powerful predictor; rather, the degree of engagement unfolds as the QI activity progresses. Physicians may elect to (at times not purposefully) actively, passively, or not engage in the QI process; however, simply enrolling in the PIM will not necessarily lead to engagement or to a successful experience. The physician must engage in the QI process in order to achieve learning. In all of these case studies, facilitators and barriers undoubtedly influence the Hospital PIM experience, as well as any subsequent impact on learning about QI. However, their presence or absence does not seem to be as powerful of a predictor of impact as is the degree of physician engagement.

Discussion

This study describes experiences for a small number of early‐completers of the Hospital PIM. For many, impact is described as an increased awareness of the hospital clinical environment, particularly an awareness of ongoing QI activities. For others, the primary impact was learning through an increased appreciation of the importance of QI activities and understanding of basic QI procedures (ie, interdisciplinary teamwork, enhanced communication, and documentation, buy‐in, using data). Still others described impact as an enhanced QI experience via reflection on current QI work or catalyzing change in their hospital environment. Further exploration of these findings will be important to determine the full impact of the PIM. An unanticipated finding, however, was the emerging theme of the role of physician engagement in mediating a successful experience with the Hospital PIM.

Prior research on physician engagement more generally demonstrates that increased physician engagement enhances interaction with nursing and other office staff,12 improves overall physician alignment,13 enhances QI,2 and may heighten physicians' willingness to participate in hospital administration and policy.14 Our data support these findings and further describe the importance of engagement in QI activities, whether it be through assembling and working in a team, helping analyze hospital systems, navigating existing institutional linkages, or simply becoming the creative initiative on a QI project. For completers of the Hospital PIM, engaging in any aspect of the QI process facilitates a successful PIM experience as documented by impact, and may stimulate physician leadership and hospital level change as well. Nonengaging physicians, in contrast, had a negative experience and documented little or no impact as a result of completing the PIM.

As our findings illustrate, engagement may not be a fixed construct, and may be acquired or generated through the QI process. In this context, physicians with varying levels of QI experience and expertise may learn and find value in completing the Hospital PIM, provided they become engaged with the process. Internal (ie, personal commitment, buy‐in, perceived relevance) and external (ie, hospital QI culture, access to QI team, access to data) factors may influence the degree of satisfaction and success with the Hospital PIM experience, thus maximizing facilitators and overcoming the barriers is also important for a positive outcome.

There are important limitations to this study. Most importantly, we acknowledge that the quality of the resources available between hospitals is highly variable. Therefore, our subjective assessment of whether or not someone was actively engaged is largely dependent on the quality of the available resources, and in a resource‐poor environment, this may not be a fair reflection of their engagement. We further recognize that coming to any broad or conclusive findings about the impact of the PIM is difficult given the qualitative nature of this study. However, our findings do suggest that the Hospital PIM may promote learning and value to completing physicians, especially those that engage in the QI process. Future studies should further explore the described impact and the relationship between engagement and QI.

To further enhance the Hospital PIM, consideration of prerequisite criteria for future completers, such as documentation of engagement, adequate access to hospital QI resources, and significant clinical work in the hospital setting, may be warranted. Additionally, consideration for alternative means of MOC credit may be warranted for physicians who demonstrate a proficiency in QI activities or who work in hospitals that efficiently participate in QI activities, such as a Health Maintenance Organization, for whom completion of the Hospital PIM may be redundant.

In conclusion, our findings suggest that the Hospital PIM is a useful component of MOC for appropriate groups of physicians despite the unique aspects of the Hospital PIM using hospital‐level outcomes data. Many physicians in our sample found it to be useful as a catalyst for learning about QI activities, which was facilitated through active engagement with the PIM QI process. While ongoing study is needed, it is anticipated that the findings from this study will help to inform the proposed pathway of focused practice in hospital medicine as part of MOC, particularly activities geared toward assessing competency in QI.

Physicians play an important role in improving quality improvement (QI) through clinical expertise and leadership.1, 2 The role of the physician leader is dynamic and complex, yet key competencies have been described in terms of personal commitment, professional credibility, QI behaviors and skills, and institutional linkages.3 Several characteristics have also been identified in hospitals successful in implementing QI, including shared goals for improvement, substantial administrative support, use of credible data feedback, and strong physician leadership.4 Cultivating physician leadership in hospital QI via development of these competencies is crucial for ongoing efforts in hospital QI activities.

The American Board of Internal Medicine (ABIM) developed web‐based assessment tools called Practice Improvement Modules (PIMs), as part of the maintenance of certification (MOC) program. Designed to facilitate physician involvement in QI, most PIMs target a single medical condition in the ambulatory practice,5 and involve a medical record audit performed by the physician, a patient survey, and a systems readiness survey. Physicians use the results of this data collection to perform a single test of change, and receive MOC credit when they report on the results of their intervention. Recognizing that QI activities may be different in hospital settings, the ABIM subsequently developed a Hospital‐based PIM (Hospital PIM) that allows physicians to use nationally‐approved hospital‐level performance data to complete the module. The Hospital PIM requires physicians to carry out a single test of change, and report any change in the perception of the environment supporting QI activities.

The ABIM has also begun work on potentially creating a focused pathway for hospitalists in the MOC program.6 Practice‐based learning and improvement (PBLI), systems‐based practice (SBP),7 and QI8 are core competencies of hospital medicine, and assessment of these competencies would be an important component of the new, focused MOC pathway. The Hospital PIM potentially provides an assessment methodology, thus it is important to understand the impact and value of this web‐based assessment tool.

The objective of this study is to explore the impact of the Hospital PIM on physicians participating in hospital‐based QI, including facilitators and barriers to a successful experience. We highlight several case studies to describe this impact, which can be defined as learning about QI, value‐added to practice, or an enhanced QI experience. We also describe 3 pathways suggesting how physician engagement, which is an emerging theme of our research, mediates the impact of the Hospital PIM.

Methods

A nonprobability purposive sample of physicians who completed the Hospital PIM (n = 21) as part of MOC by January 2007 was interviewed using semistructured telephone interviews. At the time of data collection, 771 physicians completed the Hospital PIM, and our sample strategically reflects equal proportions of those currently active on a QI team, as well as those who formed a QI team. Physicians were contacted via e‐mail and telephone to arrange an interview. None of the physicians contacted declined. All physicians were informed about the purpose of the study and provided consent for the ABIM to analyze and report data for purposes of understanding the feasibility of the PIM at improving practice. No physician personal identifiers were used in data analysis.

The interviews focused on four domains: reasons for choosing the module, assembly and role on any quality improvement teams, the value and satisfaction with the experience of completing the Hospital PIM, and prior experience with QI. Interviews were conducted by 1 trained member of the research team, and lasted approximately 30 minutes. Data collection was terminated when theoretical saturation was reached, or when no new data was revealed during the interviews. Interviews were audio‐recorded, and data were transcribed verbatim to facilitate analysis. Through an inductive and iterative approach, 3 members of the research team (including the interviewer) coded the data to identify themes that were consistently grounded in the data.9 These themes were subsequently discussed with a fourth researcher to maximize interrater reliability. Codes were then checked against existing literature to confirm linkages and enhance interpretation.

Results

The mean age of the participants (n = 21) was 42 years and 81% were male. Primary certificates were issued a mean of 13 years prior and completers came from a wide variety of disciplines, hospitals, and areas of expertise. Overall, the majority of physicians found the Hospital PIM to be a valuable experience (n = 17; 81%), which is similar to ABIM Hospital PIM surveillance data in which 75% of all completers said they would recommend the PIM to a colleague.

The impact and value of completing the PIM is illustrated in a variety of ways. For some, particularly those with extensive QI backgrounds, the PIM organized and broadened documentation of ongoing work. Several physicians described their utilization of the Hospital PIM as a byproduct of their hospital's existing cultural norms and interest in QI, and many Hospital PIM projects dovetailed with ongoing hospital QI activities. In these cases, even though the PIM did not stimulate new ideas, there was still value among physicians in receiving recognition for their ongoing QI activities and, perhaps more importantly, in learning by reflecting on their work.10

For others, the Hospital PIM was a catalyst to change. Similar to the role of a catalyst in a chemical reaction, our data suggest that the Hospital PIM facilitated QI by lowering the energy necessary for the process to occur. Many physicians reported the process stimulated new interest in QI, (eg, [The process] gave me some ideas about future QI projects that I plan to do, or described how the experience was an extra boost or stimulus to help change their ways.) These findings are consistent with recent findings on the use of PIMs in residency,11 which describes the Preventive Cardiology PIM as a catalyst to change.

Several physicians were surprised at how easy it was to begin and initiate a QI project, acknowledging the importance of leadership and teamwork (n = 7; 33%). In addition, many physicians highlighted reflective processes (n = 8; 38%) whereby the PIM led to an increased awareness of their clinical environment, or QI in general, including how QI can affect patient care and/or patient outcomes.

The most frequently reported facilitators to a successful PIM experience were familiarity/access to QI resources and staff, institutional support and culture of QI, and documentation of ongoing QI activities. The most frequently reported barrier (n = 9; 43%) was the time that it took to complete the module. Other barriers included a lack of institutional support or negative culture supporting QI activities, a lack of familiarity/access to QI resources and staff, and perceived irrelevance of QI activities to clinical practice.

Physician Engagement

Our data revealed a critical theme, whereby a physician's engagement with the QI process (especially the utilization of existing QI resources) mediated the impact of the PIM. Physicians who we describe as active engagers (n = 8) exhibited personal involvement in the QI project, including a commitment to working within the QI team structure. Active engagers possessed familiarity or knowledge of basic QI behaviors and skills, and most reported enhanced awareness of ongoing QI activities and the clinical environment as a result of completing the PIM.

Passive engagers (n = 10) may not have possessed the skills or motivation to become involved in the QI process. In our study, passive engagers were more likely to report perceived lack of relevance of QI activities to patient care practices, and may have had difficulty demonstrating personal commitment to improvement. Interestingly, many passive engagers reported an overall negative Hospital PIM experience, yet documented impact from the PIM via learning about the QI processes (eg, teamwork, communication, documentation, use of data) or ongoing QI activities that occurred while completing the PIM.

Finally, physicians who failed to engage in the QI process, nonengagers (n = 3) documented no evidence of QI learning and reported little impact from completing the PIM. The following case studies illustrate how physician engagement relates to physicians' experiences with the Hospital PIM and describes the unique influence of facilitators and barriers on both engagement and impact.

Case Study A: Active Engagement

This hospitalist spends 100% of his time performing clinical work in a hospital. He denies formal training in QI principles and has no prior experience in QI, but has an interest in QI resulting from prior work on throughput activities as part of a patient safety initiative at his hospital. He possesses a positive perception of his hospital's leadership and culture supporting QI activities: the hospital administration is very supportive of any sort of QI initiatives. His chosen measure was administration of pneumococcal vaccine in patients admitted with community acquired pneumonia (CAP), for which his hospital performed at 36% compliance.

Despite a lack of formal training in QI, this physician actively engaged with the existing QI resources and was able to call together the people who are typically associated with [QI] initiatives in the hospital to work on [the PIM]. This supportive culture facilitated the navigation through the hospital system and the physician's active engagement in the QI process.

Another key aspect of this physician's experience was his interaction with the members of a multidisciplinary team. While he provided the creative initiative for the project itself, the assembled QI team quickly identified areas of need and moved on to a quality‐based initiative, while providing a framework to disseminate the ideas of the project. The PIM was a valuable experience and this physician noted that it was surprisingly easier to begin and initiate a quality improvement project than thought.

Despite a lack of formal QI training or experience, this physician utilized his personal commitment to the value of QI and the positive hospital culture to engage the existing QI resources and staff. Similar to other active engagers, he demonstrated relationship building, team formation, and effective communication in completing the PIM. His level of engagement facilitated learning about QI and enhanced his PIM experience.

Case Study B: Passive Engagement

This physician is a subspecialist in Infectious Diseases who spends 15% of his time in patient care in the hospital. Prior to completing the PIM, he identified his prior QI experience as receiving messages from the head of our department in the hospital hearing about these kinds of things from a bureaucratic stance. At the beginning, he strongly disagreed with the notion that the hospital had strong leadership and culture supporting QI activities. His measure was the appropriate choice of initial antibiotics in CAP, in which his hospital reported 24% compliance.

In order to complete the module, this physician successfully enlisted the help of an existing QI team stating, I joined the group for that period of time so I could complete my certification. Specifically, They helped me to understand the problems, the barriers to improvement, and helped me get a sense of the ways to better improve the management of pneumonia in the hospital setting but in the end it probably didn't really affect my practice very much. When questioned about this dichotomy, this physician stated that the information learned in completing the PIM was not particularly relevant to a subspecialist who practices inpatient medicine for only a short period of time and mainly does research. Interestingly, after completing the module, this physician had a significantly improved perception of his hospital's QI leadership and culture.

Like other passive engagers, this physician described some interaction with existing QI resources and staff, though to a lesser degree than the active engagers. Even though completing the PIM was perceived as an overall negative experience, his familiarity with QI resources, and his ability to successfully engage with those resources, allowed him to complete the module and document an impact (ie, new personal learning about hospital QI principles and team formation) in the process. Another important finding is that QI learning occurred despite the presence of multiple barriers.

Case Studies C and D: No Engagement

Case Study C

This physician has a small clinical practice and works mostly in the laboratory. He admits to very limited QI experience and, at the onset of the PIM, possessed a moderately negative opinion about his hospital administration and culture supporting QI. He also chose pneumococcal vaccine administration, for which his hospital was performing at 48% compliance.

He tried multiple times to enlist the help of a hospital QI officer but was told to assemble the team myself and was subsequently unable to do so. This physician ended up being disengaged with the PIM and the QI process because he had no buy‐in from the QI department. The experience was frustrating and at the completion of the module, his perception of the hospital's QI leadership and culture was rated as moderately worse. This physician documented no impact as a result of completing the PIM.

Case Study D

This physician chose to complete the Hospital PIM because he worked as a hospitalist 100% of the time. He claims experience in QI by participating in conferences, teaching students, reading literature, but had not led or organized any QI projects or activities. He generally rated his hospital leadership and QI culture in positive terms.

Overall, this physician failed to engage because he did not believe in the basic tenets of QI, and possessed a negative view of the Hospital PIM and its relevance to his practice. This perceived irrelevance was illustrated when, despite having a hospital baseline performance measure of 5% compliance for percutaneous coronary intervention in under 120 minutes, he stated, We don't need to improve we're at a terrific level right now. During the PIM, this physician chose not to work with a QI team because he [didn't] need a team everybody knows their own place and what to do in each situation. To achieve QI gains, physicians at this hospital discuss with administration what they need to do to improve quality. This physician did document a change in the hospital's QI environment, but did not attribute it to the Hospital PIM, rather, because we just became more experienced in our hospital. The overall impact on this physician was negative, a waste of time, highlighting the perceived irrelevance of the PIM and of QI activities.

For various reasons highlighted in these case studies (eg, institutional barriers, perceived irrelevance, redundancy with existing QI activities), the Hospital PIM may be unhelpful to nonengagers and as a result, physicians with no engagement in the QI process may not have a successful experience with the Hospital PIM.

In summary, physician engagement mediates the experience and impact of the Hospital PIM on the physician. Importantly, initial engagement by itself is not a powerful predictor; rather, the degree of engagement unfolds as the QI activity progresses. Physicians may elect to (at times not purposefully) actively, passively, or not engage in the QI process; however, simply enrolling in the PIM will not necessarily lead to engagement or to a successful experience. The physician must engage in the QI process in order to achieve learning. In all of these case studies, facilitators and barriers undoubtedly influence the Hospital PIM experience, as well as any subsequent impact on learning about QI. However, their presence or absence does not seem to be as powerful of a predictor of impact as is the degree of physician engagement.

Discussion

This study describes experiences for a small number of early‐completers of the Hospital PIM. For many, impact is described as an increased awareness of the hospital clinical environment, particularly an awareness of ongoing QI activities. For others, the primary impact was learning through an increased appreciation of the importance of QI activities and understanding of basic QI procedures (ie, interdisciplinary teamwork, enhanced communication, and documentation, buy‐in, using data). Still others described impact as an enhanced QI experience via reflection on current QI work or catalyzing change in their hospital environment. Further exploration of these findings will be important to determine the full impact of the PIM. An unanticipated finding, however, was the emerging theme of the role of physician engagement in mediating a successful experience with the Hospital PIM.

Prior research on physician engagement more generally demonstrates that increased physician engagement enhances interaction with nursing and other office staff,12 improves overall physician alignment,13 enhances QI,2 and may heighten physicians' willingness to participate in hospital administration and policy.14 Our data support these findings and further describe the importance of engagement in QI activities, whether it be through assembling and working in a team, helping analyze hospital systems, navigating existing institutional linkages, or simply becoming the creative initiative on a QI project. For completers of the Hospital PIM, engaging in any aspect of the QI process facilitates a successful PIM experience as documented by impact, and may stimulate physician leadership and hospital level change as well. Nonengaging physicians, in contrast, had a negative experience and documented little or no impact as a result of completing the PIM.

As our findings illustrate, engagement may not be a fixed construct, and may be acquired or generated through the QI process. In this context, physicians with varying levels of QI experience and expertise may learn and find value in completing the Hospital PIM, provided they become engaged with the process. Internal (ie, personal commitment, buy‐in, perceived relevance) and external (ie, hospital QI culture, access to QI team, access to data) factors may influence the degree of satisfaction and success with the Hospital PIM experience, thus maximizing facilitators and overcoming the barriers is also important for a positive outcome.

There are important limitations to this study. Most importantly, we acknowledge that the quality of the resources available between hospitals is highly variable. Therefore, our subjective assessment of whether or not someone was actively engaged is largely dependent on the quality of the available resources, and in a resource‐poor environment, this may not be a fair reflection of their engagement. We further recognize that coming to any broad or conclusive findings about the impact of the PIM is difficult given the qualitative nature of this study. However, our findings do suggest that the Hospital PIM may promote learning and value to completing physicians, especially those that engage in the QI process. Future studies should further explore the described impact and the relationship between engagement and QI.

To further enhance the Hospital PIM, consideration of prerequisite criteria for future completers, such as documentation of engagement, adequate access to hospital QI resources, and significant clinical work in the hospital setting, may be warranted. Additionally, consideration for alternative means of MOC credit may be warranted for physicians who demonstrate a proficiency in QI activities or who work in hospitals that efficiently participate in QI activities, such as a Health Maintenance Organization, for whom completion of the Hospital PIM may be redundant.

In conclusion, our findings suggest that the Hospital PIM is a useful component of MOC for appropriate groups of physicians despite the unique aspects of the Hospital PIM using hospital‐level outcomes data. Many physicians in our sample found it to be useful as a catalyst for learning about QI activities, which was facilitated through active engagement with the PIM QI process. While ongoing study is needed, it is anticipated that the findings from this study will help to inform the proposed pathway of focused practice in hospital medicine as part of MOC, particularly activities geared toward assessing competency in QI.

References
  1. Bradley EH, Holmboe ES, Mattera JA, Roumanis SA, Radford MJ, Krumholz HM.The roles of senior management in quality improvement efforts: what are the key components?J Healthc Manag.2003;48:1528.
  2. Weiner BJ, Shortell SM, Alexander J.Promoting clinical involvement in hospital quality improvement efforts: the effects of top management, board, and physician leadership.Health Serv Res.1997;32:491510.
  3. Holmboe ES, Bradley EH, Mattera JA, Roumanis SA, Radford MJ, Krumholz HM.Characteristics of physician leaders working to improve the quality of care in acute myocardial infarction.Jt Comm J Qual Saf.2003;29:289296.
  4. Bradley EH, Holmboe ES, Mattera JA, Roumanis SA, Radford MJ, Krumholz HM.A qualitative study of increasing beta‐blocker use after myocardial infarction: why do some hospitals succeed?JAMA.2001;285:26042611.
  5. Holmboe ES, Lynn L, Duffy FD.Improving the quality of care via maintenance of certification and the web: an early status report.Perspect Biol Med.2008;51:7183.
  6. American Board of Internal Medicine. Questions and answers about ABIM recognition of focused practice in hospital medicine. Available at: http://www.abim.org/news/news/hospital‐medicine‐qa.aspx?wt.mc_id=hospital‐medicine‐qa. Accessed March 2009.
  7. Accreditation Council for Graduate Medical Education. The outcomes project. Available at: http://www.acgme.org/Outcome. Accessed March 2009.
  8. The core competencies in hospital medicine: a framework for curriculum development by the Society of Hospital Medicine.J Hosp Med.2006;1(suppl):295.
  9. Strauss A, Corbin J.Basics of Qualitative Research: Grounded Theory Procedures and Techniques.Newbury Park, CA:Sage Publications;1998.
  10. Epstein RM, Siegel DJ, Silberman J.Self‐monitoring in clinical practice: a challenge for medical educators.J Cont Educ Health Prof.2008;28:513.
  11. Bernabeo E, Conforti L, Holmboe E.The Impact of a preventive cardioloy quality improvement intervention on residents and clinics: a qualitative exploration.Am J of Med Qual.2009;24:99107.
  12. Mackoff BL, Triolo PK.Why do nurse managers stay? Building a model of engagement: Part 1. Dimensions of engagement.J Nurs Adm.2008;38:118124.
  13. Blumenthal D, Edwards J.Involving physicians in total quality management: results of a study. In: Blumental D, Scheck AC, eds.Improving Clinical Practice: Total Quality Management and the Physician.San Francisco, CA:Jossey‐Bass;1995.
  14. O'Hare D, Kudrle V.Increasing physician engagement. using norms of physician culture to improve relationships with medical staff.Physician Exec.2007;33:3845.
References
  1. Bradley EH, Holmboe ES, Mattera JA, Roumanis SA, Radford MJ, Krumholz HM.The roles of senior management in quality improvement efforts: what are the key components?J Healthc Manag.2003;48:1528.
  2. Weiner BJ, Shortell SM, Alexander J.Promoting clinical involvement in hospital quality improvement efforts: the effects of top management, board, and physician leadership.Health Serv Res.1997;32:491510.
  3. Holmboe ES, Bradley EH, Mattera JA, Roumanis SA, Radford MJ, Krumholz HM.Characteristics of physician leaders working to improve the quality of care in acute myocardial infarction.Jt Comm J Qual Saf.2003;29:289296.
  4. Bradley EH, Holmboe ES, Mattera JA, Roumanis SA, Radford MJ, Krumholz HM.A qualitative study of increasing beta‐blocker use after myocardial infarction: why do some hospitals succeed?JAMA.2001;285:26042611.
  5. Holmboe ES, Lynn L, Duffy FD.Improving the quality of care via maintenance of certification and the web: an early status report.Perspect Biol Med.2008;51:7183.
  6. American Board of Internal Medicine. Questions and answers about ABIM recognition of focused practice in hospital medicine. Available at: http://www.abim.org/news/news/hospital‐medicine‐qa.aspx?wt.mc_id=hospital‐medicine‐qa. Accessed March 2009.
  7. Accreditation Council for Graduate Medical Education. The outcomes project. Available at: http://www.acgme.org/Outcome. Accessed March 2009.
  8. The core competencies in hospital medicine: a framework for curriculum development by the Society of Hospital Medicine.J Hosp Med.2006;1(suppl):295.
  9. Strauss A, Corbin J.Basics of Qualitative Research: Grounded Theory Procedures and Techniques.Newbury Park, CA:Sage Publications;1998.
  10. Epstein RM, Siegel DJ, Silberman J.Self‐monitoring in clinical practice: a challenge for medical educators.J Cont Educ Health Prof.2008;28:513.
  11. Bernabeo E, Conforti L, Holmboe E.The Impact of a preventive cardioloy quality improvement intervention on residents and clinics: a qualitative exploration.Am J of Med Qual.2009;24:99107.
  12. Mackoff BL, Triolo PK.Why do nurse managers stay? Building a model of engagement: Part 1. Dimensions of engagement.J Nurs Adm.2008;38:118124.
  13. Blumenthal D, Edwards J.Involving physicians in total quality management: results of a study. In: Blumental D, Scheck AC, eds.Improving Clinical Practice: Total Quality Management and the Physician.San Francisco, CA:Jossey‐Bass;1995.
  14. O'Hare D, Kudrle V.Increasing physician engagement. using norms of physician culture to improve relationships with medical staff.Physician Exec.2007;33:3845.
Issue
Journal of Hospital Medicine - 4(8)
Issue
Journal of Hospital Medicine - 4(8)
Page Number
466-470
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466-470
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The role of physician engagement on the impact of the hospital‐based practice improvement module (PIM)
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The role of physician engagement on the impact of the hospital‐based practice improvement module (PIM)
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engagement, hospitalist, Internet, leadership, maintenance of certification, MOC, PIM, practice improvement module, quality improvement, self‐assessment
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engagement, hospitalist, Internet, leadership, maintenance of certification, MOC, PIM, practice improvement module, quality improvement, self‐assessment
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Copyright © 2009 Society of Hospital Medicine

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Division of Hospitalist Medicine, Department of Internal Medicine, Henry Ford Hospital, 2799 W Grand Blvd, CFP‐1, Detroit, Michigan
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Teaching Patient‐Centered Care

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Medical humanities as tools for the teaching of patient‐centered care

In recent years, medical educators have recognized the importance of the inclusion of patient‐centered care in the medical school curriculum.1 There is an increased awareness of the importance of patient involvement in medical decision‐making, as well as a realization that patient‐centered care positively affects patient satisfaction and outcomes measures.2 The Institute of Medicine, in its 2001 report Crossing the Quality Chasm: A New Health System for the 21st Century, included patient‐centered care as one of the areas for the development of quality measures, defining it as providing care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions.3 Several organizations, such as the Institute for Healthcare Improvement,4 have initiatives related to achieving the goals of patient‐centered care. While not a new phenomenon, patient‐centered care is permeating many areas of the healthcare delivery system.5 The recognition of patient‐centered care as both a desirable and measurable outcome of the healthcare enterprise has also renewed interest in the field of medical humanities as a valid tool for the advancement of patient‐centered initiatives and goals.

The Basis for Patient‐centered Care

Stewart et al.,6 in their book Patient‐Centered Medicine: Transforming the Clinical Method, identify 6 essential components of the patient‐centered clinical method: exploration of the disease and illness experience; understanding of the whole person; finding common ground; incorporating prevention and health promotion; enhancing the patient‐doctor relationship; and being realistic. These recommendations seek to improve the patient‐physician relationship by empowering the patient to be an active participant in his/her own health care.

The American Academy of Pediatrics recently released a policy statement7 outlining the benefits of family‐centered care in patient‐family outcomes, as well as in staff satisfaction. The statement also highlights the importance of bedside rounding by the attending physician and the healthcare team. Bedside rounding involves the patient in management discussions and decision making, while allowing for the unfiltered exchange of information. Nurses, therapists, and ancillary staff involved in the care of the patient also participate in the presentation. After the presentation, goals for the hospitalization are established, and the patient and family are asked for permission to implement the plan of care. Educational discussions regarding the patient's diagnosis usually take place outside the room, unless the patient's physical exam warrants a bedside teaching moment. Regardless of the format, patient‐involvement in the decision process is the central objective.

The Basis for the Medical Humanities

At the same time, there is renewed interest in the inclusion of the humanities in medicine. There is a perceived gap between the technological emphasis of the current medical school curriculum and the human values integral to the patient‐physician relationship.8 Namely, there is a growing concern that medical technology has suffused medical education with a sort of trade mentality in which doctors are trained in the latest scientific medical breakthroughs without the proper contextualization of the patient as the center of the healthcare enterprise.9 The National Endowment for the Humanities, the Association of American Medical Colleges, the Accreditation Council on Graduate Medical Education, and the Society for Health and Human Values have all called for increased emphasis of the humanities in medical education.10

What are the medical humanities? There is no clear‐cut definition. Felice Aull11 correlates the term with various so‐called liberal arts disciplines and their application to medical education and practice. She develops the notion that the medical humanities contribute to medical education in areas pertinent to patient‐centered care: insight into the human condition, development of observational and analytical skills, development of empathy and self‐reflection, and intercultural understanding.

In general, the medical humanities provide broad educational perspectives, and allow learners to develop skills critical to the development of a humane approach to patients.12 The paradigm relies on the assumption that exposure to the humanities in medical schoolin the form of formal lectures dealing with topics such as philosophy and literature, or through the role‐modeling interactions of teaching physicians and their perceived empathy to their patientswill allow the students to become more humane, and therefore, better doctors.13 The medical humanities seek to equip doctors with the critical thinking incumbent to the conversation about human values in a scientific field, and to explore questions of value and purpose critical in the medical setting.14

Shared Values

What are the values associated with the medical humanities that make them ideal for the teaching of patient‐centered care? Lester Friedman15 delineates 2 domains pertaining to the intrinsic values of the medical humanities. He identifies an affective domain, corresponding to a loose interpretation of the traditional affective perspective identified in the patient‐physician relationship; and a cognitive domain, a refocusing of medicine to its so‐called traditional professional roots, contrasted with the trade mentality of some in the profession today. Donnie Self16 identifies 2 currents of thought regarding the medical humanities: the affective approach, related to the development of compassion, sensitivity, empathy between the patients and their care providers; and the cognitive approach, which pertains to the development of logical and critical thinking required by medical education. These correspond to the integral attributes of patient‐centered care: incorporating the patients' ideas and affective responses to their illness; and establishing common ground and goals agreed upon by both patient and physician.17

The medical humanities are used to address such patient‐centered issues as end‐of‐life care in children,18 the physician‐patient narrative interaction,19 and the patients' role in their own health care.20 Medical humanities courses are also used in the training of cultural competence.21 Of course, the best‐known contribution of the medical humanities to patient‐centered care is the continuing importance of bioethics programs and their interrelation with other humanities fields.22

One of the goals of patient‐centered care is the elimination of perceived barriers of communication between patient and healthcare providers, in order to create a partnership aimed at improving healthcare outcomes.2 Since one of the fundamental aspects of medical training is learning the language of medicine,23 enhancing the communication skills of future physicians is part of the educational goals pursued by medical humanities programs.24 Language and its applicationsfor example, courses on medical interviewing or narrative medicineserve as the link between patient care and the medical humanities. Effective communication with patients is a measurable predictor of patient satisfaction, patient outcomes, and occurrences of malpractice litigation.17 For example, a study examining communication behaviors between physicians and the occurrence of malpractice claims25 found that doctors who were not sued spent more time with patients, educating patients about what to expect, and asking patients their understanding and opinion of the situation. Another study26 demonstrated that a patient‐focused approach improved the management of asthma, decreasing emergency room visits and hospitalizations. Therefore, it is not surprising that the Institute of Medicine's Committee on Behavioral and Social Sciences in Medical School Curricula identified basic and complex communications skills as priorities for inclusion in the medical curriculum.27

Doubts About the Process

There are doubts as to whether the medical humanities can really instill humanistic qualities in doctors. There are also questions about the physician‐centric focus of the medical humanities.28 This physician‐centric attitude runs counter to the intent of the medical humanities. Edmund Pellegrino and David Thomasma29 define the patient‐physician interaction as a human relationship where 1 person in need of healing seeks out another who professes to heal, or to assist in healing. The act of medicine ties these 2 persons together. While acknowledging the basic imbalance of the physician‐patient relationship, Pellegrino and Thomasma29 strive to close the gap by establishing medicine as a relation of mutual consent to effect individualized well‐being by working in, with, and through the body. The individualized exercise of well‐being, framed in, with, and through the body of the patient is similar to the description used by Stewart et al.6 of the patient as the unit of analysis delineating patient‐centered care, as it incorporates the interactive components proposed for a successful patient‐centered interaction.

There is also confusion between the teaching of humanities in medical schoolfor example, courses in history of medicine, narrative medicine, and medicine and the artsand the attempt to train humanistic physicians.30 Although an examination of humanities texts is certainly useful, the focus of the teaching of the medical humanities should evolve beyond a simple lucubration based on liberal studies, to a focused interaction between patient and physician, and a recentralization of the patient as the focus of that relationship.31

Conclusions

There is general agreement that a humane doctor is a better doctor. There is less agreement on how to measure the impact of a humanities education, as a qualitative assessment of satisfactory health care.19, 22, 25 There has been great growth in the teaching of medical humanities in medical schools. Most of the focus has been on the inclusion of humanities textssuch as literary, philosophical, and historical documentsas tools to establish a correlation between the arts and medicine, in hopes that the clarification of such association will provide medical students a broad‐based assessment, a so‐called world‐view, from which they can become introspective and humanistic when faced with their patients.32 Although this is a desirable goal, the driving force behind the medical humanities should shift to a quantifiable, evidence‐based assessment of its goals. A tool to achieve this verification is through the process of patient‐centered care. There is evidence to suggest patient‐centered care improves satisfaction and outcomes measures. It also refocuses care on the patient, which is the same goal of the medical humanities. By focusing on the patient, instead of the physician, the medical humanities will gain verification and validation within the academic healthcare environment.

References
  1. Schmidt H.Integrating the teaching of basic sciences, clinical sciences, and biopsychosocial issues.Acad Med.1998;73:S24S31.
  2. Stewart M, Brown JB, Donner A, et al.The impact of patient‐centered care on outcomes.J Fam Pract.2000;49:796804.
  3. Institute of Medicine.Committee on Quality Health Care in America.Crossing the Quality Chasm: A New Health System for the 21st Century.Washington, DC:National Academy Press;2001.
  4. Institute for Healthcare Improvement. Available at: http://www.ihi.org/IHI/Topics/PatientCenteredCare/PatientCenteredCareGeneral. Accessed March2009.
  5. Laine C, Davidoff F.Patient‐centered medicine: a professional evolution.JAMA.1996;275:152156.
  6. Stewart M, Brown JB, Weston WW, et al.Patient‐Centered Medicine: Transforming the CLINICAL method.Abingdon, UK:Radcliffe Medical Press;2003.
  7. American Academy of Pediatrics.Committee on Hospital Care. Institute for Family‐Centered Care. Family‐centered care and the pediatrician's role.Pediatrics.2003;112:691693.
  8. Pellegrino ED, McElhinney TK.Teaching Ethics, the Humanities and Human Values in Medical Schools: A Ten‐Year Overview.Washington, DC:Institute on Human Values in Medicine, Society for Health and Human Values;1982.
  9. Pellegrino ED.Medical humanism and technological anxiety. In: Self DJ, ed.The Role of the Humanities in Medical Education.Norfolk VA:Teagle 1978:17.
  10. Donohue M, Danielson S.A community‐based approach to the medical humanities.Med Educ.2004;38:204217.
  11. Aull F. NYU Medical Humanities website. Mission statement. Available at: http://medhum.med.nyu.edu. Accessed March2009.
  12. Macnaughton J.The humanities in medical education: context, outcomes and structures.Med Humanit.2000;26:2330.
  13. Cassell EJ.The Place of the Humanities in Medicine.New York:The Hastings Center, Institute of Society Ethics and the Life Sciences;1984.
  14. Pellegrino ED.Humanism and the Physician.Knoxville, TN:University of Tennessee Press;1979.
  15. Friedman LD.The precarious position of the medical humanities in the medical school curriculum.Acad Med.2002;77:320322.
  16. Self DJ.The educational philosophies behind medical humanities programs in the United States.Theor Med.1993;14:221229.
  17. Epstein RM.The science of patient‐centered care.J Fam Pract.2000;49:805806.
  18. Sahler OJ, Frager G, Levetown M, Cohn FG, Lipson MA.Medical education about end‐of‐life care in the pediatric setting: principles, challenges, and opportunities.Pediatrics.2000;105:575584.
  19. Charon R.The patient‐physician relationship. Narrative medicine: a model for empathy, reflection, profession, and trust.JAMA.2001;286(15):18971902.
  20. Downie R.Medical humanities: means, ends, and evaluation. In: Evans M, Finley IG, eds.Medical Humanities.London, UK:BMJ Books;2001:204216.
  21. American Institutes for Research.Teaching Cultural Competence in Health Care: A Review of Current Concepts, Policies and Practices.Washington, DC:Office of Minority Health;2002.
  22. Kopelman LM.Bioethics and humanities: what makes us one field?J Med Philos.1998;23(4):356368.
  23. Welch K.A medical humanities course: a pertinent pause on the medical beat.J Assembly for Expended Perspectives on Learning.2000–2001;6:4051.
  24. Dittrich LR, Farmakidis AL, editors.The humanities and medicine: reports of forty‐one U.S., Canadian and international programs.Acad Med2003;78:951952.
  25. Levinson W, Roter DL, Mullooly JP, Dull VT, Frankel RM.Physician‐patient communication: the relationship with malpractice claims among primary care physicians and surgeons.JAMA.1997;277(7):553559.
  26. Irwin RS, Richardson ND.Patient‐focused care: using the right tools.Chest.2006;130(suppl):73S82S.
  27. Cuff PA, Vanselow N, eds.Committee on Behavioral and Social Sciences in Medical School Curricula.Improving Medical Education, Enhancing the Behavioral and Social Science Content of Medical School Curricula.Washington, DC:Institute of Medicine of the National Academies, The National Academies Press;2004. Available at: http://www.nap.edu/catalog.php?record_id=10956. Accessed March 2009.
  28. Rogers J.Teaching analysis: doubts about medical humanities.Health Care Anal.1994;2:347350.
  29. Pellegrino ED, Thomasma, DC.A Philosophical Basis of Medical Practice.New York, NY:Oxford University Press;1981.
  30. Arnold RM, Povar GJ, Howell JD.The humanities, humanistic behavior, and the humane physician: a cautionary note.Ann Intern Med.1987;106:313318.
  31. McManus IC.Humanity and the medical humanities.Lancet.1995;346:11431145.
Article PDF
Issue
Journal of Hospital Medicine - 4(8)
Page Number
512-514
Legacy Keywords
medical education, medical humanities, patient‐centered care
Sections
Article PDF
Article PDF

In recent years, medical educators have recognized the importance of the inclusion of patient‐centered care in the medical school curriculum.1 There is an increased awareness of the importance of patient involvement in medical decision‐making, as well as a realization that patient‐centered care positively affects patient satisfaction and outcomes measures.2 The Institute of Medicine, in its 2001 report Crossing the Quality Chasm: A New Health System for the 21st Century, included patient‐centered care as one of the areas for the development of quality measures, defining it as providing care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions.3 Several organizations, such as the Institute for Healthcare Improvement,4 have initiatives related to achieving the goals of patient‐centered care. While not a new phenomenon, patient‐centered care is permeating many areas of the healthcare delivery system.5 The recognition of patient‐centered care as both a desirable and measurable outcome of the healthcare enterprise has also renewed interest in the field of medical humanities as a valid tool for the advancement of patient‐centered initiatives and goals.

The Basis for Patient‐centered Care

Stewart et al.,6 in their book Patient‐Centered Medicine: Transforming the Clinical Method, identify 6 essential components of the patient‐centered clinical method: exploration of the disease and illness experience; understanding of the whole person; finding common ground; incorporating prevention and health promotion; enhancing the patient‐doctor relationship; and being realistic. These recommendations seek to improve the patient‐physician relationship by empowering the patient to be an active participant in his/her own health care.

The American Academy of Pediatrics recently released a policy statement7 outlining the benefits of family‐centered care in patient‐family outcomes, as well as in staff satisfaction. The statement also highlights the importance of bedside rounding by the attending physician and the healthcare team. Bedside rounding involves the patient in management discussions and decision making, while allowing for the unfiltered exchange of information. Nurses, therapists, and ancillary staff involved in the care of the patient also participate in the presentation. After the presentation, goals for the hospitalization are established, and the patient and family are asked for permission to implement the plan of care. Educational discussions regarding the patient's diagnosis usually take place outside the room, unless the patient's physical exam warrants a bedside teaching moment. Regardless of the format, patient‐involvement in the decision process is the central objective.

The Basis for the Medical Humanities

At the same time, there is renewed interest in the inclusion of the humanities in medicine. There is a perceived gap between the technological emphasis of the current medical school curriculum and the human values integral to the patient‐physician relationship.8 Namely, there is a growing concern that medical technology has suffused medical education with a sort of trade mentality in which doctors are trained in the latest scientific medical breakthroughs without the proper contextualization of the patient as the center of the healthcare enterprise.9 The National Endowment for the Humanities, the Association of American Medical Colleges, the Accreditation Council on Graduate Medical Education, and the Society for Health and Human Values have all called for increased emphasis of the humanities in medical education.10

What are the medical humanities? There is no clear‐cut definition. Felice Aull11 correlates the term with various so‐called liberal arts disciplines and their application to medical education and practice. She develops the notion that the medical humanities contribute to medical education in areas pertinent to patient‐centered care: insight into the human condition, development of observational and analytical skills, development of empathy and self‐reflection, and intercultural understanding.

In general, the medical humanities provide broad educational perspectives, and allow learners to develop skills critical to the development of a humane approach to patients.12 The paradigm relies on the assumption that exposure to the humanities in medical schoolin the form of formal lectures dealing with topics such as philosophy and literature, or through the role‐modeling interactions of teaching physicians and their perceived empathy to their patientswill allow the students to become more humane, and therefore, better doctors.13 The medical humanities seek to equip doctors with the critical thinking incumbent to the conversation about human values in a scientific field, and to explore questions of value and purpose critical in the medical setting.14

Shared Values

What are the values associated with the medical humanities that make them ideal for the teaching of patient‐centered care? Lester Friedman15 delineates 2 domains pertaining to the intrinsic values of the medical humanities. He identifies an affective domain, corresponding to a loose interpretation of the traditional affective perspective identified in the patient‐physician relationship; and a cognitive domain, a refocusing of medicine to its so‐called traditional professional roots, contrasted with the trade mentality of some in the profession today. Donnie Self16 identifies 2 currents of thought regarding the medical humanities: the affective approach, related to the development of compassion, sensitivity, empathy between the patients and their care providers; and the cognitive approach, which pertains to the development of logical and critical thinking required by medical education. These correspond to the integral attributes of patient‐centered care: incorporating the patients' ideas and affective responses to their illness; and establishing common ground and goals agreed upon by both patient and physician.17

The medical humanities are used to address such patient‐centered issues as end‐of‐life care in children,18 the physician‐patient narrative interaction,19 and the patients' role in their own health care.20 Medical humanities courses are also used in the training of cultural competence.21 Of course, the best‐known contribution of the medical humanities to patient‐centered care is the continuing importance of bioethics programs and their interrelation with other humanities fields.22

One of the goals of patient‐centered care is the elimination of perceived barriers of communication between patient and healthcare providers, in order to create a partnership aimed at improving healthcare outcomes.2 Since one of the fundamental aspects of medical training is learning the language of medicine,23 enhancing the communication skills of future physicians is part of the educational goals pursued by medical humanities programs.24 Language and its applicationsfor example, courses on medical interviewing or narrative medicineserve as the link between patient care and the medical humanities. Effective communication with patients is a measurable predictor of patient satisfaction, patient outcomes, and occurrences of malpractice litigation.17 For example, a study examining communication behaviors between physicians and the occurrence of malpractice claims25 found that doctors who were not sued spent more time with patients, educating patients about what to expect, and asking patients their understanding and opinion of the situation. Another study26 demonstrated that a patient‐focused approach improved the management of asthma, decreasing emergency room visits and hospitalizations. Therefore, it is not surprising that the Institute of Medicine's Committee on Behavioral and Social Sciences in Medical School Curricula identified basic and complex communications skills as priorities for inclusion in the medical curriculum.27

Doubts About the Process

There are doubts as to whether the medical humanities can really instill humanistic qualities in doctors. There are also questions about the physician‐centric focus of the medical humanities.28 This physician‐centric attitude runs counter to the intent of the medical humanities. Edmund Pellegrino and David Thomasma29 define the patient‐physician interaction as a human relationship where 1 person in need of healing seeks out another who professes to heal, or to assist in healing. The act of medicine ties these 2 persons together. While acknowledging the basic imbalance of the physician‐patient relationship, Pellegrino and Thomasma29 strive to close the gap by establishing medicine as a relation of mutual consent to effect individualized well‐being by working in, with, and through the body. The individualized exercise of well‐being, framed in, with, and through the body of the patient is similar to the description used by Stewart et al.6 of the patient as the unit of analysis delineating patient‐centered care, as it incorporates the interactive components proposed for a successful patient‐centered interaction.

There is also confusion between the teaching of humanities in medical schoolfor example, courses in history of medicine, narrative medicine, and medicine and the artsand the attempt to train humanistic physicians.30 Although an examination of humanities texts is certainly useful, the focus of the teaching of the medical humanities should evolve beyond a simple lucubration based on liberal studies, to a focused interaction between patient and physician, and a recentralization of the patient as the focus of that relationship.31

Conclusions

There is general agreement that a humane doctor is a better doctor. There is less agreement on how to measure the impact of a humanities education, as a qualitative assessment of satisfactory health care.19, 22, 25 There has been great growth in the teaching of medical humanities in medical schools. Most of the focus has been on the inclusion of humanities textssuch as literary, philosophical, and historical documentsas tools to establish a correlation between the arts and medicine, in hopes that the clarification of such association will provide medical students a broad‐based assessment, a so‐called world‐view, from which they can become introspective and humanistic when faced with their patients.32 Although this is a desirable goal, the driving force behind the medical humanities should shift to a quantifiable, evidence‐based assessment of its goals. A tool to achieve this verification is through the process of patient‐centered care. There is evidence to suggest patient‐centered care improves satisfaction and outcomes measures. It also refocuses care on the patient, which is the same goal of the medical humanities. By focusing on the patient, instead of the physician, the medical humanities will gain verification and validation within the academic healthcare environment.

In recent years, medical educators have recognized the importance of the inclusion of patient‐centered care in the medical school curriculum.1 There is an increased awareness of the importance of patient involvement in medical decision‐making, as well as a realization that patient‐centered care positively affects patient satisfaction and outcomes measures.2 The Institute of Medicine, in its 2001 report Crossing the Quality Chasm: A New Health System for the 21st Century, included patient‐centered care as one of the areas for the development of quality measures, defining it as providing care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions.3 Several organizations, such as the Institute for Healthcare Improvement,4 have initiatives related to achieving the goals of patient‐centered care. While not a new phenomenon, patient‐centered care is permeating many areas of the healthcare delivery system.5 The recognition of patient‐centered care as both a desirable and measurable outcome of the healthcare enterprise has also renewed interest in the field of medical humanities as a valid tool for the advancement of patient‐centered initiatives and goals.

The Basis for Patient‐centered Care

Stewart et al.,6 in their book Patient‐Centered Medicine: Transforming the Clinical Method, identify 6 essential components of the patient‐centered clinical method: exploration of the disease and illness experience; understanding of the whole person; finding common ground; incorporating prevention and health promotion; enhancing the patient‐doctor relationship; and being realistic. These recommendations seek to improve the patient‐physician relationship by empowering the patient to be an active participant in his/her own health care.

The American Academy of Pediatrics recently released a policy statement7 outlining the benefits of family‐centered care in patient‐family outcomes, as well as in staff satisfaction. The statement also highlights the importance of bedside rounding by the attending physician and the healthcare team. Bedside rounding involves the patient in management discussions and decision making, while allowing for the unfiltered exchange of information. Nurses, therapists, and ancillary staff involved in the care of the patient also participate in the presentation. After the presentation, goals for the hospitalization are established, and the patient and family are asked for permission to implement the plan of care. Educational discussions regarding the patient's diagnosis usually take place outside the room, unless the patient's physical exam warrants a bedside teaching moment. Regardless of the format, patient‐involvement in the decision process is the central objective.

The Basis for the Medical Humanities

At the same time, there is renewed interest in the inclusion of the humanities in medicine. There is a perceived gap between the technological emphasis of the current medical school curriculum and the human values integral to the patient‐physician relationship.8 Namely, there is a growing concern that medical technology has suffused medical education with a sort of trade mentality in which doctors are trained in the latest scientific medical breakthroughs without the proper contextualization of the patient as the center of the healthcare enterprise.9 The National Endowment for the Humanities, the Association of American Medical Colleges, the Accreditation Council on Graduate Medical Education, and the Society for Health and Human Values have all called for increased emphasis of the humanities in medical education.10

What are the medical humanities? There is no clear‐cut definition. Felice Aull11 correlates the term with various so‐called liberal arts disciplines and their application to medical education and practice. She develops the notion that the medical humanities contribute to medical education in areas pertinent to patient‐centered care: insight into the human condition, development of observational and analytical skills, development of empathy and self‐reflection, and intercultural understanding.

In general, the medical humanities provide broad educational perspectives, and allow learners to develop skills critical to the development of a humane approach to patients.12 The paradigm relies on the assumption that exposure to the humanities in medical schoolin the form of formal lectures dealing with topics such as philosophy and literature, or through the role‐modeling interactions of teaching physicians and their perceived empathy to their patientswill allow the students to become more humane, and therefore, better doctors.13 The medical humanities seek to equip doctors with the critical thinking incumbent to the conversation about human values in a scientific field, and to explore questions of value and purpose critical in the medical setting.14

Shared Values

What are the values associated with the medical humanities that make them ideal for the teaching of patient‐centered care? Lester Friedman15 delineates 2 domains pertaining to the intrinsic values of the medical humanities. He identifies an affective domain, corresponding to a loose interpretation of the traditional affective perspective identified in the patient‐physician relationship; and a cognitive domain, a refocusing of medicine to its so‐called traditional professional roots, contrasted with the trade mentality of some in the profession today. Donnie Self16 identifies 2 currents of thought regarding the medical humanities: the affective approach, related to the development of compassion, sensitivity, empathy between the patients and their care providers; and the cognitive approach, which pertains to the development of logical and critical thinking required by medical education. These correspond to the integral attributes of patient‐centered care: incorporating the patients' ideas and affective responses to their illness; and establishing common ground and goals agreed upon by both patient and physician.17

The medical humanities are used to address such patient‐centered issues as end‐of‐life care in children,18 the physician‐patient narrative interaction,19 and the patients' role in their own health care.20 Medical humanities courses are also used in the training of cultural competence.21 Of course, the best‐known contribution of the medical humanities to patient‐centered care is the continuing importance of bioethics programs and their interrelation with other humanities fields.22

One of the goals of patient‐centered care is the elimination of perceived barriers of communication between patient and healthcare providers, in order to create a partnership aimed at improving healthcare outcomes.2 Since one of the fundamental aspects of medical training is learning the language of medicine,23 enhancing the communication skills of future physicians is part of the educational goals pursued by medical humanities programs.24 Language and its applicationsfor example, courses on medical interviewing or narrative medicineserve as the link between patient care and the medical humanities. Effective communication with patients is a measurable predictor of patient satisfaction, patient outcomes, and occurrences of malpractice litigation.17 For example, a study examining communication behaviors between physicians and the occurrence of malpractice claims25 found that doctors who were not sued spent more time with patients, educating patients about what to expect, and asking patients their understanding and opinion of the situation. Another study26 demonstrated that a patient‐focused approach improved the management of asthma, decreasing emergency room visits and hospitalizations. Therefore, it is not surprising that the Institute of Medicine's Committee on Behavioral and Social Sciences in Medical School Curricula identified basic and complex communications skills as priorities for inclusion in the medical curriculum.27

Doubts About the Process

There are doubts as to whether the medical humanities can really instill humanistic qualities in doctors. There are also questions about the physician‐centric focus of the medical humanities.28 This physician‐centric attitude runs counter to the intent of the medical humanities. Edmund Pellegrino and David Thomasma29 define the patient‐physician interaction as a human relationship where 1 person in need of healing seeks out another who professes to heal, or to assist in healing. The act of medicine ties these 2 persons together. While acknowledging the basic imbalance of the physician‐patient relationship, Pellegrino and Thomasma29 strive to close the gap by establishing medicine as a relation of mutual consent to effect individualized well‐being by working in, with, and through the body. The individualized exercise of well‐being, framed in, with, and through the body of the patient is similar to the description used by Stewart et al.6 of the patient as the unit of analysis delineating patient‐centered care, as it incorporates the interactive components proposed for a successful patient‐centered interaction.

There is also confusion between the teaching of humanities in medical schoolfor example, courses in history of medicine, narrative medicine, and medicine and the artsand the attempt to train humanistic physicians.30 Although an examination of humanities texts is certainly useful, the focus of the teaching of the medical humanities should evolve beyond a simple lucubration based on liberal studies, to a focused interaction between patient and physician, and a recentralization of the patient as the focus of that relationship.31

Conclusions

There is general agreement that a humane doctor is a better doctor. There is less agreement on how to measure the impact of a humanities education, as a qualitative assessment of satisfactory health care.19, 22, 25 There has been great growth in the teaching of medical humanities in medical schools. Most of the focus has been on the inclusion of humanities textssuch as literary, philosophical, and historical documentsas tools to establish a correlation between the arts and medicine, in hopes that the clarification of such association will provide medical students a broad‐based assessment, a so‐called world‐view, from which they can become introspective and humanistic when faced with their patients.32 Although this is a desirable goal, the driving force behind the medical humanities should shift to a quantifiable, evidence‐based assessment of its goals. A tool to achieve this verification is through the process of patient‐centered care. There is evidence to suggest patient‐centered care improves satisfaction and outcomes measures. It also refocuses care on the patient, which is the same goal of the medical humanities. By focusing on the patient, instead of the physician, the medical humanities will gain verification and validation within the academic healthcare environment.

References
  1. Schmidt H.Integrating the teaching of basic sciences, clinical sciences, and biopsychosocial issues.Acad Med.1998;73:S24S31.
  2. Stewart M, Brown JB, Donner A, et al.The impact of patient‐centered care on outcomes.J Fam Pract.2000;49:796804.
  3. Institute of Medicine.Committee on Quality Health Care in America.Crossing the Quality Chasm: A New Health System for the 21st Century.Washington, DC:National Academy Press;2001.
  4. Institute for Healthcare Improvement. Available at: http://www.ihi.org/IHI/Topics/PatientCenteredCare/PatientCenteredCareGeneral. Accessed March2009.
  5. Laine C, Davidoff F.Patient‐centered medicine: a professional evolution.JAMA.1996;275:152156.
  6. Stewart M, Brown JB, Weston WW, et al.Patient‐Centered Medicine: Transforming the CLINICAL method.Abingdon, UK:Radcliffe Medical Press;2003.
  7. American Academy of Pediatrics.Committee on Hospital Care. Institute for Family‐Centered Care. Family‐centered care and the pediatrician's role.Pediatrics.2003;112:691693.
  8. Pellegrino ED, McElhinney TK.Teaching Ethics, the Humanities and Human Values in Medical Schools: A Ten‐Year Overview.Washington, DC:Institute on Human Values in Medicine, Society for Health and Human Values;1982.
  9. Pellegrino ED.Medical humanism and technological anxiety. In: Self DJ, ed.The Role of the Humanities in Medical Education.Norfolk VA:Teagle 1978:17.
  10. Donohue M, Danielson S.A community‐based approach to the medical humanities.Med Educ.2004;38:204217.
  11. Aull F. NYU Medical Humanities website. Mission statement. Available at: http://medhum.med.nyu.edu. Accessed March2009.
  12. Macnaughton J.The humanities in medical education: context, outcomes and structures.Med Humanit.2000;26:2330.
  13. Cassell EJ.The Place of the Humanities in Medicine.New York:The Hastings Center, Institute of Society Ethics and the Life Sciences;1984.
  14. Pellegrino ED.Humanism and the Physician.Knoxville, TN:University of Tennessee Press;1979.
  15. Friedman LD.The precarious position of the medical humanities in the medical school curriculum.Acad Med.2002;77:320322.
  16. Self DJ.The educational philosophies behind medical humanities programs in the United States.Theor Med.1993;14:221229.
  17. Epstein RM.The science of patient‐centered care.J Fam Pract.2000;49:805806.
  18. Sahler OJ, Frager G, Levetown M, Cohn FG, Lipson MA.Medical education about end‐of‐life care in the pediatric setting: principles, challenges, and opportunities.Pediatrics.2000;105:575584.
  19. Charon R.The patient‐physician relationship. Narrative medicine: a model for empathy, reflection, profession, and trust.JAMA.2001;286(15):18971902.
  20. Downie R.Medical humanities: means, ends, and evaluation. In: Evans M, Finley IG, eds.Medical Humanities.London, UK:BMJ Books;2001:204216.
  21. American Institutes for Research.Teaching Cultural Competence in Health Care: A Review of Current Concepts, Policies and Practices.Washington, DC:Office of Minority Health;2002.
  22. Kopelman LM.Bioethics and humanities: what makes us one field?J Med Philos.1998;23(4):356368.
  23. Welch K.A medical humanities course: a pertinent pause on the medical beat.J Assembly for Expended Perspectives on Learning.2000–2001;6:4051.
  24. Dittrich LR, Farmakidis AL, editors.The humanities and medicine: reports of forty‐one U.S., Canadian and international programs.Acad Med2003;78:951952.
  25. Levinson W, Roter DL, Mullooly JP, Dull VT, Frankel RM.Physician‐patient communication: the relationship with malpractice claims among primary care physicians and surgeons.JAMA.1997;277(7):553559.
  26. Irwin RS, Richardson ND.Patient‐focused care: using the right tools.Chest.2006;130(suppl):73S82S.
  27. Cuff PA, Vanselow N, eds.Committee on Behavioral and Social Sciences in Medical School Curricula.Improving Medical Education, Enhancing the Behavioral and Social Science Content of Medical School Curricula.Washington, DC:Institute of Medicine of the National Academies, The National Academies Press;2004. Available at: http://www.nap.edu/catalog.php?record_id=10956. Accessed March 2009.
  28. Rogers J.Teaching analysis: doubts about medical humanities.Health Care Anal.1994;2:347350.
  29. Pellegrino ED, Thomasma, DC.A Philosophical Basis of Medical Practice.New York, NY:Oxford University Press;1981.
  30. Arnold RM, Povar GJ, Howell JD.The humanities, humanistic behavior, and the humane physician: a cautionary note.Ann Intern Med.1987;106:313318.
  31. McManus IC.Humanity and the medical humanities.Lancet.1995;346:11431145.
References
  1. Schmidt H.Integrating the teaching of basic sciences, clinical sciences, and biopsychosocial issues.Acad Med.1998;73:S24S31.
  2. Stewart M, Brown JB, Donner A, et al.The impact of patient‐centered care on outcomes.J Fam Pract.2000;49:796804.
  3. Institute of Medicine.Committee on Quality Health Care in America.Crossing the Quality Chasm: A New Health System for the 21st Century.Washington, DC:National Academy Press;2001.
  4. Institute for Healthcare Improvement. Available at: http://www.ihi.org/IHI/Topics/PatientCenteredCare/PatientCenteredCareGeneral. Accessed March2009.
  5. Laine C, Davidoff F.Patient‐centered medicine: a professional evolution.JAMA.1996;275:152156.
  6. Stewart M, Brown JB, Weston WW, et al.Patient‐Centered Medicine: Transforming the CLINICAL method.Abingdon, UK:Radcliffe Medical Press;2003.
  7. American Academy of Pediatrics.Committee on Hospital Care. Institute for Family‐Centered Care. Family‐centered care and the pediatrician's role.Pediatrics.2003;112:691693.
  8. Pellegrino ED, McElhinney TK.Teaching Ethics, the Humanities and Human Values in Medical Schools: A Ten‐Year Overview.Washington, DC:Institute on Human Values in Medicine, Society for Health and Human Values;1982.
  9. Pellegrino ED.Medical humanism and technological anxiety. In: Self DJ, ed.The Role of the Humanities in Medical Education.Norfolk VA:Teagle 1978:17.
  10. Donohue M, Danielson S.A community‐based approach to the medical humanities.Med Educ.2004;38:204217.
  11. Aull F. NYU Medical Humanities website. Mission statement. Available at: http://medhum.med.nyu.edu. Accessed March2009.
  12. Macnaughton J.The humanities in medical education: context, outcomes and structures.Med Humanit.2000;26:2330.
  13. Cassell EJ.The Place of the Humanities in Medicine.New York:The Hastings Center, Institute of Society Ethics and the Life Sciences;1984.
  14. Pellegrino ED.Humanism and the Physician.Knoxville, TN:University of Tennessee Press;1979.
  15. Friedman LD.The precarious position of the medical humanities in the medical school curriculum.Acad Med.2002;77:320322.
  16. Self DJ.The educational philosophies behind medical humanities programs in the United States.Theor Med.1993;14:221229.
  17. Epstein RM.The science of patient‐centered care.J Fam Pract.2000;49:805806.
  18. Sahler OJ, Frager G, Levetown M, Cohn FG, Lipson MA.Medical education about end‐of‐life care in the pediatric setting: principles, challenges, and opportunities.Pediatrics.2000;105:575584.
  19. Charon R.The patient‐physician relationship. Narrative medicine: a model for empathy, reflection, profession, and trust.JAMA.2001;286(15):18971902.
  20. Downie R.Medical humanities: means, ends, and evaluation. In: Evans M, Finley IG, eds.Medical Humanities.London, UK:BMJ Books;2001:204216.
  21. American Institutes for Research.Teaching Cultural Competence in Health Care: A Review of Current Concepts, Policies and Practices.Washington, DC:Office of Minority Health;2002.
  22. Kopelman LM.Bioethics and humanities: what makes us one field?J Med Philos.1998;23(4):356368.
  23. Welch K.A medical humanities course: a pertinent pause on the medical beat.J Assembly for Expended Perspectives on Learning.2000–2001;6:4051.
  24. Dittrich LR, Farmakidis AL, editors.The humanities and medicine: reports of forty‐one U.S., Canadian and international programs.Acad Med2003;78:951952.
  25. Levinson W, Roter DL, Mullooly JP, Dull VT, Frankel RM.Physician‐patient communication: the relationship with malpractice claims among primary care physicians and surgeons.JAMA.1997;277(7):553559.
  26. Irwin RS, Richardson ND.Patient‐focused care: using the right tools.Chest.2006;130(suppl):73S82S.
  27. Cuff PA, Vanselow N, eds.Committee on Behavioral and Social Sciences in Medical School Curricula.Improving Medical Education, Enhancing the Behavioral and Social Science Content of Medical School Curricula.Washington, DC:Institute of Medicine of the National Academies, The National Academies Press;2004. Available at: http://www.nap.edu/catalog.php?record_id=10956. Accessed March 2009.
  28. Rogers J.Teaching analysis: doubts about medical humanities.Health Care Anal.1994;2:347350.
  29. Pellegrino ED, Thomasma, DC.A Philosophical Basis of Medical Practice.New York, NY:Oxford University Press;1981.
  30. Arnold RM, Povar GJ, Howell JD.The humanities, humanistic behavior, and the humane physician: a cautionary note.Ann Intern Med.1987;106:313318.
  31. McManus IC.Humanity and the medical humanities.Lancet.1995;346:11431145.
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Prevention of Radiocontrast Nephropathy

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Evidence‐based approach for prevention of radiocontrast‐induced nephropathy

Since contrast nephropathy (CN) was recognized more than 50 years ago,1 there have been continuous efforts to chemically modify radiocontrast agents to be less nephrotoxic. Although radiocontrast media have indeed become safer, which reduces the likelihood of CN per procedure, the indications for radiocontrast administration have dramatically increased, since over 80 million doses are delivered in the world annually.2, 3 Furthermore, the number of patients with CN risks, which are mainly chronic renal insufficiency (CRI) and diabetes (Table 1), has also grown. Currently, more than 26 million people are estimated to have CRI in the United States4 and 200 million people have diabetes worldwide.5 The combination of increased radiocontrast administration frequency and greater prevalence of at‐risk patients is likely to result in continued increases in CN events.

Risk Factors for Contrast Nephropathy
Clear Risks Probable Risks Questionable Risks
  • Abbreviations: CN, contrast nephropathy; CT, computed tomography; GFR, glomerular filtration rate; IVC, inferior vena cava..

  • Diabetes is neither sufficient nor necessary, but amplifies the risk for CN.

  • Volumes >100 mL are commonly used in diagnostic and therapeutic cardiac catheterizations, peripheral and cerebrovascular angiographies, CT angiography for cardiac imaging and excluding pulmonary embolism. For IVC filter placement, approximately 30 mL is used.

  • Risk is negligible with newer generation radiocontrast media and adequate hydration.

Estimated GFR <60 mL/minute/1.73 m2, especially if due to diabetic nephropathy* Diabetes mellitus* Repeat contrast procedures
Concomitant use of nephrotoxic drugs Age >75 years
Hemodynamic instability Male gender
Congestive heart failure Intraaortic balloon pump
Large contrast volume (>100 mL) Liver disease
Intraarterial contrast administration Peripheral vascular disease
Hypertension
Anemia
Bence‐Jones proteinuria
Hyperuricemia

The incidence of CN varies between studies, depending on risk factors of the cohort and definition of CN, but figures have been reported to be as high as 50% in studies enriched with CRI and diabetic patients. However, a very recent study disputes such high incidence rates by demonstrating that patients receiving no radiocontrast media had a similar frequency of serum creatinine increases compared to a comparable group of historical CN patients.6 This study emphasizes that conventional definitions of CN, eg, 25% increase in serum creatinine above baseline, may be too conservative.

A retrospective study of 7586 patients showed 22% in‐hospital mortality in patients who developed CN vs. 1.4% in those who did not, after adjusting for comorbidities. One‐ and 5‐year mortality rates were also higher in the CN group (12.1% vs. 3.7% and 44.6% vs. 14.5%, respectively).7 Another study of 1826 patients, who underwent coronary artery intervention procedures, showed that 14.4% developed CN and 0.8% required hemodialysis. Mortality was 1.1% in patients who did not develop CN, 7.1% in those with CN, and 35.7% in the hemodialysis‐treated CN group.8 Moreover, studies by several other groups also support the position that CN is associated with increased in‐hospital and long‐term mortality.911 Although radiocontrast administration may not be a causal risk factor for mortality, since at‐risk patients have a number of comorbidities, radiocontrast media should nevertheless at least be viewed as an important marker of acute kidney injury and death risk.

Despite the enhanced morbidity and mortality associated with CN, there are no strict guidelines for prevention of CN. Part of the reason is that the literature is controversial regarding most prevention strategies. Several interventions are commonly proposed to help prevent CN, including discriminate selection of the type of radiocontrast, N‐acetylcysteine, volume expansion with saline and/or NaHCO3, and prophylactic hemofiltration. The major purpose of this review is to discuss these different approaches to CN prevention, with the ultimate goal of offering discrete recommendations.

The basis of this semisystematic review was a literature search using the PubMed database (www.ncbi.nlm.nih.gov/sites/entrez) to identify studies published in English language journals between January 1966 and July 2008 comparing regimens for prophylaxis of CN. Search terms included contrast, radiocontrast, radioiodinated AND nephropathy, nephrotoxicity, renal failure, kidney injury AND N‐acetylcysteine, Mucomyst, sodium bicarbonate, NaHCO3, hemofiltration, continuous venovenous hemofiltration (CVVH), theophylline, statin, ascorbic acid, dopamine, fenoldopam, adenosine, and endothelin. The total number of articles that met the search criteria exceeded 3000 and over 200 in high profile biomedical journals were scrutinized in detail. The articles cited in this review were independently considered by 2 authors (B.G.A. and J.R.S.) to have the greatest impact.

We report on prophylactic maneuvers that are either commonly considered by nephrology consultants or contain sufficient data to warrant a meta‐analysis study. Studies involving statins, ascorbic acid, dopamine analogs, endothelin antagonists, and theophylline were not addressed in this review due to insufficient, inconclusive, or predominantly negative data. Clinical characteristics and pathogenesis of CN, which include vasoconstriction, ischemia, production of oxygen free radicals, tubular cell apoptosis, and intratubular obstruction, are also not discussed in detail, but have recently been reviewed.12

Risk Associated with Different Types of Radiocontrast Media

There are 3 generations of radiocontrast media: hyperosmolar (14001800 mosm/kg), low osmolar (500850 mosm/kg) and isoosmolar (290 mosm/kg). Note that the low osmolar agents have lower osmolarity relative to the hyperosmolar agents, but are still hyperosmolar compared to serum. Multiple studies have compared effects of radiocontrast with different osmolarities.

The Iohexol Cooperative Study was a double‐blind, randomized, controlled trial (RCT) that randomized 1196 patients to Iohexol (low osmolarity) or diatrizoate (hyperosmolar). Definition of CN was a rise in serum creatinine by >1 mg/dL within 48 to 72 hours after the radiocontrast exposure. Results were in favor of the iohexol group (3% developed CN vs. 7% in the diatrizoate group; P = 0.002). Subgroup analysis of patients with CRI and CRI plus diabetes also revealed less CN in the iohexol vs. diatrizoate groups (7% vs. 16% and 12% vs. 27%, respectively).13

An earlier non‐RCT of 303 patients undergoing femoral angiography compared iohexol/emoxaglate (both are low osmolar) to diatrizoate (hyperosmolar). Six different CN definitions were used. Each comprised a combination of different magnitudes of rise of serum creatinine over various periods of time. Overall, the incidence of CN was 7% in the low osmolar group vs. 26% in the hyperosmolar group (P = 0.001). In subgroup analysis of patients with CRI, and of patients with diabetes, less CN was again observed with low osmolar agents (10% vs. 41%, P = 0.017, in the CRI group; and 10% vs. 31%, P = 0.012, in the diabetes group). Analysis of subjects with baseline serum creatinine <1.5 mg/dL showed no differences between the 2 groups, emphasizing that prior CRI is an important CN risk factor.14

The RECOVER study was a double‐blind RCT of 300 patients undergoing coronary angiography, who were randomized to iodixanol (isoosmolar) or ioxaglate (low osmolarity). CN was defined as a rise in serum creatinine by >25% or 0.5 mg/dL at 24 and 48 hours. CN incidence was 7.9% in the iodixanol group vs. 17% in the ioxaglate group (P = 0.021). Subgroup analyses of patients stratified by severe CRI, diabetes, and contrast volume also favored iodixanol.15 In a similarly designed, double‐blind RCT involving 129 patients with diabetes and CRI randomized to iodixanol or iohexol, CN developed in 3% of iodixanol group vs. 26% in the iohexol group (P = 0.002).16 These results were further supported by a very recent double‐blind RCT comparing iodixanol to iopromide (low osmolar) in 117 patients with baseline serum creatinine 1.5 mg/dL undergoing CT scans. The incidence of serum creatinine increases of 0.5 mg/dL or 25% above baseline or glomerular filtration rate (GFR) reduction of 5 mL/minute was significantly lower in the iodixanol group (P = 0.04, 0.01, and 0.04 respectively).17

In contrast to these reports, 2 double‐blind RCTs showed no differences in CN incidence between iodixanol and low osmolar agents. One study compared iodixanol to iopromide in 64 patients undergoing intravenous pyelography (IVP),18 and the other included 16 nondiabetic patients with CRI and compared iodixanol to iohexol.19 However, because of the small sample sizes, it is likely that neither study is adequately powered to detect differences in outcome between the 2 types of radiocontrast media.

Given the importance of the issue and conflicting results from individual studies, a meta‐analysis of 16 double‐blind RCTs was performed.20 This study included 2727 patients undergoing angiography, compared iodixanol (isoosmolar) to a variety of low osmolar agents, and demonstrated that iodixanol was less nephrotoxic compared to the low osmolarity agents in CRI patients (2.8% vs. 8.4%; P = 0.001) and in patients with CRI plus diabetes (3.5% vs. 15.5%; P = 0.003). Independent predictors of CN were CRI, CRI plus diabetes, and the use of low‐osmolarity media, whereas diabetes, age, and radiocontrast volume were not statistically significant independent predictors.20

Taken together, we conclude that isoosmolar media represents the lowest risk for CN. An additional benefit is that isoosmolar media, on the basis of diminished osmotic load, is less likely to precipitate extracellular fluid volume overload, which is particularly germane for patients with CRI, who have diminished capacity to excrete solute loads. Therefore, we recommend using isoosmolar media, particularly in patients at high risk for CN, such as those with CRI, especially due to diabetic nephropathy.

Oral N‐Acetylcysteine

Based primarily upon in vitro evidence, N‐acetylcysteine (NAC) may theoretically prevent CN by direct antioxidant and vasodilatory effects. However, in vivo, NAC is rapidly metabolized and inactivated by the liver. Therefore, it has been postulated that the mechanism of action may be indirect, and the cysteine metabolite of NAC may stimulate glutathione synthesis, which then inhibits cellular oxidation.21

The first clinical trial to address the prophylactic role of NAC in CN was an RCT of 83 patients with CRI (mean serum creatinine [Cr] = 2.4) undergoing CT scans, who were randomized to NAC plus 0.45% NaCl vs. placebo and 0.9% NaCl.22 The NAC dose was 600 mg orally twice daily for 2 doses before and 2 doses after the procedure. Intravenous fluids were started 12 hours before and stopped 12 hours after the procedure and infused at a rate of 1 ml/kg/hour. CN definition was rise in serum creatinine by >0.5 mg/dL at 48 hours. The results were statistically significant, with a relative risk of CN = 0.1 (95%CI, 0.020.9) in subjects treated with NAC.

There have been many subsequent reports that have evaluated NAC in small numbers of patients with mild to moderate CRI. In general, results from these trials have been inconsistent, which has led to several meta‐analyses to delineate NAC efficacy in CN prevention. The most recent and largest meta‐analysis included 26 NAC RCTs, and revealed a statistically significant benefit from NAC (relative risk [RR] = 0.62; 95%CI, 0.440.88).23 Twelve other meta‐analyses, which incorporated fewer studies, have been published,2435 and 7 of the 12 reported a benefit from NAC.25, 27, 29, 30, 32, 34, 35

Although meta‐analysis is considered the most accepted strategy to define conclusions from multiple trials, conflicting results between NAC meta‐analyses highlight the possibility that this approach may still not provide resolution to clinical questions, especially when inclusion criteria differ between meta‐analyses. Therefore, as discussed by Bagshaw et al.,36 meta‐analyses are not always a panacea, and should be avoided if the trials to be included exhibit significant statistical or clinical heterogeneity, as is the case with studies involving NAC prophylaxis of CN. Finally, because meta‐analyses require pooling of data from published studies, which tend to be positive, the possibility of publication bias exists.

In summary, conclusions from trials to assess efficacy of oral NAC in the prevention of CN have been inconsistent, though there has been a general trend toward benefit. Factors contributing to inconsistent results include variable definitions of CN, degree of CRI and diabetes in the cohort, amount and type of contrast used, NAC dosing and intravenous hydration protocols. As a result, a large multicenter RCT would certainly be helpful. However, the size of such trial might be cost‐prohibitive, and unlikely to be underwritten by the pharmaceutical industry because the patent for NAC has expired.36

Intravenous NAC

In addition to the vast literature on oral NAC for CN prophylaxis, there are now studies that have also evaluated efficacy of intravenous NAC. In one of the largest double‐blind RCTs,37 487 patients (mean baseline serum creatinine = 1.6 mg/dL) were randomized to NAC 500 mg intravenously vs. placebo before cardiac catheterization. Both groups received the same hydration protocols. The study was stopped when an interim analysis determined that there was no advantage to NAC (CN incidence, which was defined as a decrease in creatinine clearance by >5 mL/minute at days 1 to 8 postprocedure, was 23.3% vs. 20.7% in the placebo group).

The RAPPID study examined higher intravenous NAC doses in 80 patients undergoing cardiac catheterization.38 Subjects in this study were randomized to either NAC (150 mg/kg in 500 mL 0.9% NaCl before procedure and then 50 mg/kg in 500 mL 0.9% NaCl over 4 hours after procedure) or 0.9% NaCl 12 hours before and 12 hours after procedure. Despite the relatively small study size, intravenous NAC demonstrated a significant benefit in the prevention of CN (RR = 0.28; P = 0.045) defined as rise in serum creatinine by >25% at 2 or 4 days postexposure. Hypersensitivity‐like reactions were observed in 14.5% of patients receiving intravenous NAC, but symptoms were easily recognized and managed.38

A recent study of 354 patients undergoing primary angioplasty evaluated the combination of intravenous and oral NAC in different doses.39 Patients were randomized to 3 groups: (1) NAC 600 mg intravenously once before procedure and then 600 mg orally twice daily for 48 hours; (2) NAC 1200 mg intravenously once before procedure and then 1200 mg orally twice daily for 48 hours; or (3) placebo. The primary outcome was increase in Cr by >25% and secondary outcomes were in‐hospital death and a composite score that included death and need for renal replacement therapy. Results were significantly in favor of the 1200‐mg NAC regimen across all outcomes (P = <0.001, 0.02, and 0.002, respectively). It should be emphasized that this study was restricted to patients undergoing primary angioplasty, which is an emergent procedure. As a result, implementation of this protocol would necessarily require rapid administration of intravenous NAC prior to the procedure, which might even require maintenance of NAC stocks within the catheterization laboratory.

Because there is a trend toward benefit from oral NAC and the benefit from intravenous NAC in trials from limited settings, and both NAC formulations are inexpensive and safe, we recommend that NAC should be included in CN prophylaxis protocols.

Extracellular Fluid Volume Expansion

Since publication of work by Solomon et al.,40 which demonstrated a benefit of intravenous hydration with 0.45% NaCl in the prevention of CN in a group of CKD patients, it has been considered standard practice to prescribe intravenous fluid regimens for CN prophylaxis in high‐risk subjects. In the largest study to test the effect of different hydration protocols for CN prevention, Mueller et al.41 randomized 1620 patients with normal baseline serum creatinine to intravenous 0.9 % NaCl vs. 0.45% NaCl. The definition of CN was rise in serum creatinine by >0.5 mg/dL at 48 hours and the incidence was 0.7% for the 0.9% NaCl group and 2% for the 0.45% NaCl group (P = 0.04).

More recently, several trials have examined the relative efficacy of intravenous NaCl vs. NaHCO3 for CN prophylaxis. In the first NaHCO3 RCT, Merten et al.42 compared 0.9% NaHCO3 to 0.9% NaCl infusion in a population with a mean serum creatinine of 1.8 mg/dL. Both groups received 3 mL/kg intravenous bolus over 1 hour before the radiographic procedure followed by 1 mL/kg/hour for 6 hours. Urine pH was measured to confirm alkalinization of urine in the NaHCO3‐treated patients and the primary end point was increase in serum creatinine by >25% within 48 hours. The study was terminated early (after enrollment of 119 patients) when the interim analysis showed CN incidence was 1.7% in the NaHCO3 group vs. 13.6% in the NaCl group (P = 0.02).

These results were corroborated in the recent REMEDIAL trial,43 which enrolled 326 patients with serum creatinine >2 mg/dL, who were randomized to 1 of 3 arms. One group received intravenous saline (0.9% NaCl for 12 hours before and 12 hours after the procedure) and oral NAC; a second group received intravenous NaHCO3 (3 mL/kg intravenous bolus over 1 hour before the radiographic procedure followed by 1 mL/kg/hour for 6 hours) and oral NAC; and a third group received intravenous 0.9% NaCl plus oral NAC and ascorbic acid. Patients had similar baseline characteristics and the primary end point was an increase in serum creatinine by >25% within 48 hours. The best results were observed in the NaHCO3 plus NAC group; 1.9% developed CN in this group vs. 9.9% in the NaCl plus NAC group vs. 10.3% in the NaCl plus NAC plus ascorbic acid group (P = 0.019). Three additional prospective but smaller studies also showed the superiority of NaHCO3.4446

In contrast to studies supporting a role for prophylactic NaHCO3, a recent RCT showed no superiority of NaHCO3 infusion regimens.47 In this trial, 352 patients undergoing coronary angiography were randomized to receive either NaHCO3 or 0.9% NaCl. Both solutions were administered at rates of 3 mL/kg for 1 hour before the procedure and 1.5 mL/kg/hour for 4 hours postprocedure. The primary endpoint (>25% decrease in estimated GFR during the first 4 days after contrast exposure) was met in 13.3% of NaHCO3 group vs. 14.6% of the 0.9% NaCl group (P = 0.82). Moreover, there were no differences in the rates of secondary outcomes, which included death, dialysis, and cardiovascular and cerebrovascular events.

Results from a very recent retrospective cohort study of 7977 patients demonstrated that NaHCO3 infusion was associated with increased risk of CN compared to no treatment (odds ratio [OR] = 3.1; P < 0.001), whereas NAC alone or in combination with NaHCO3 was associated with no significant difference in the incidence of CN.48 However, multiple weaknesses associated with the retrospective study design, such as inclusion of few patients at high CN risk, and acceptance of serum creatinine values within 7 days before and after the contrast procedure, which likely captures causes of acute kidney injury other than CN, preclude abandonment of NaHCO3 prophylaxis for CN solely on the basis of this study.

In an effort to resolve the conflicting NaHCO3 prophylaxis literature, a meta‐analysis was recently conducted.49 This study encompassed 1307 patients enrolled in 7 RCTs that examined outcomes for NaHCO3 vs. saline prevention of CN. The main finding was a significant benefit of NaHCO3 for protection against CN (RR = 0.37; P = 0.005). No benefit of NaHCO3 infusion could be shown for postprocedure renal replacement therapy or death.

Therefore, based upon the results of multiple prospective trials, the recent meta‐analysis, the relative safety of NaHCO3 infusion with appropriate monitoring, and a plausible biological mechanism whereby bicarbonate may have antioxidant properties and scavenge oxygen‐derived free radicals, which have been implicated in CN pathogenesis,50 we advocate a prophylactic regimen employing NaHCO3 for patients at high risk for CN.

Renal Replacement Therapies

Two studies have been conducted by the same group (Marenzi et al.51, 52) to examine efficacy of continuous hemofiltration (CVVH) in preventing CN (hemofiltration clears solute by convection, and involves administration of a HCO3‐rich replacement solution, whereas hemodialysis clears solute by both diffusion and convection, and there is routinely no replacement fluid). In the first study,51 114 patients with baseline serum creatinine greater than 2 mg/dL undergoing coronary angiography were randomized to hemofiltration vs. 0.9% NaCl infusion. Isovolemic hemofiltration was implemented for 4 to 6 hours before and 18 to 24 hours after the radiographic procedure. The primary endpoint was increase in creatinine by >25% within 72 hours. CN incidence was 5% in the hemofiltration group vs. 50% in the 0.9% NaCl group (P < 0.001). The secondary outcomes including in‐hospital mortality, 1‐year mortality and temporary renal replacement were also superior in the hemofiltration group. In the second study, the same investigators compared 2 different hemofiltration protocols, using the same definition of CN.52 Patients with baseline creatinine clearance <30 mL/minute (n = 92) were randomized to 0.9% NaCl infusion, postprocedure isovolemic hemofiltration only, or preprocedure plus postprocedure hemofiltration (same protocol as previous study). The incidence of CN was significantly lower in the preprocedure plus postprocedure hemofiltration group (3% vs. 26% in the postprocedure hemofiltration group vs. 40% in the 0.9% NaCl without hemofiltration group; P = 0.0001). The preprocedure plus postprocedure hemofiltration group also had reductions in in‐hospital mortality and temporary renal replacement therapy rates.

Although the mechanism of hemofiltration prevention of CN is unknown, it is certainly not enhanced clearance of contrast material, inasmuch as hemofiltration was discontinued during the angiography procedure in all protocols, and radiocontrast was therefore not cleared by hemofiltration until the process was reinstituted. Furthermore, the second study indicates that the major benefit was derived from the preprocedure hemofiltration component. Contributing factors might be control of extracellular pH and redox potential with bicarbonate replacement fluid during hemofiltration. Important confounding issues to consider are that patients receiving hemofiltration were in controlled, monitored settings and thus received more intensive care than the hydration group, and that serum creatinine, the major outcome parameter, is cleared by hemofiltration. Before hemofiltration can be recommended as routine prophylactic therapy for CN, the data will need to be corroborated by other groups, preferably involving larger numbers of study subjects and including cost‐benefit analyses.

Multiple small studies have examined the possibility that dialysis immediately following radiocontrast exposure could prevent CN, presumably by accelerating radiocontrast clearance. Most of these reports were negative, including a well‐designed meta‐analysis of RCTs, which showed no benefit of hemodialysis.53 Of note, one report suggested that hemodialysis might be potentially harmful.54 The single prospective trial that showed benefit from prophylactic hemodialysis analyzed 82 patients with advanced CRI (baseline creatinine clearance 13 mL/minute) referred for coronary angiography55 These subjects were randomly assigned to intravenous 0.9% NaCl and hemodialysis vs. intravenous 0.9% NaCl alone. Subsequent renal replacement therapy was required in 35% of control patients and in only 2% in the prophylactic dialysis group. One potential limitation of this study is that the investigators were more cognizant of volume status in the hemodialysis group to avoid fluid shifts and volume depletion during dialysis, while the control group appeared to experience no comparable intravascular volume management. Moreover, this study was conducted in patients with extremely advanced renal insufficiency, and therefore does not reflect the vast majority of patients at risk for CN.

Conclusions

CN is associated with increased morbidity and mortality, and efforts to minimize CN are therefore warranted. However, the overwhelming majority of CN trials were designed to investigate the effects of prophylaxis strategies on surrogate endpoints for estimates of GFR. Therefore, conclusions regarding the effect of these regimens on definitive outcomes, such as death and vascular events, cannot be drawn. On balance, there is evidence that oral and intravenous NAC, as well as extracellular volume expansion with intravenous NaHCO3 are effective measures to prevent CN, whereas the data for renal replacement therapies are more equivocal. We emphasize though, that the literature on this topic is vast, and includes a large number of conflicting studies, including multiple meta‐analyses. As a result, we refrain from being too dogmatic about the best approach, and therefore cautiously offer the following recommendations for prevention of CN.

The first step is to identify high‐risk patients, who are most likely to benefit from prophylaxis (Table 1). Although risk stratification was not the focus of this review, Mehran et al.56 have developed a scoring system to quantitatively predict CN risk, with weighted parameters including CRI, diabetes, radiocontrast volume, age, hypotension, congestive heart failure, treatment with an intraaortic balloon pump, and anemia. For low‐risk patients, hydration with saline is probably adequate. For high‐risk patients, it would be prudent to initially consider whether sufficient information could be obtained from an alternative, noncontrasted radiologic procedure. If not, it would behoove the prescribing physician to then treat modifiable risk factors, as well as to discontinue potentially nephrotoxic medications.

In high‐risk patients undergoing radiocontrast procedures, we recommend using NAC and volume expansion with NaHCO3 (Table 2). Although the evidence for this combined approach is limited,43 we believe it is biologically consistent, since the rationale for both strategies is primarily modification of redox state and inhibition of oxygen free radical generation. Because NAC formulations are generally effective, safe and inexpensive ($0.04 for 600 mg oral NAC and $24 for 1200 mg intravenous NAC at our hospital), we recommend the protocol used by Marenzi et al.,39 NAC 1200 mg intravenously once before procedure and then 1200 mg orally twice daily for 48 hours, as prophylaxis for all contrast procedures in high‐risk patients. However, we recognize that this regimen would require formal evaluation in procedures other than emergent coronary artery angioplasty before it could be enthusiastically endorsed. Therefore, if intravenous NAC is not available and/or the procedure is not emergent, NAC 6001200 mg orally twice a day, 2 doses before and 2 doses after the procedure would be a rational alternative. For the NaHCO3 infusion, we recommend 3 mL/kg for 1 hour before the procedure, followed by 1 mL/kg/hour for 6 hours after.

Contrast Nephropathy Prevention Strategy in High‐Risk Patients
  • Abbreviations: CN, contrast nephropathy; CVVH, continuous venovenous hemofiltration.

Minimize radiocontrast dose.
Isoosmolar radiocontrast media preferred.
Intravenous NaHCO3 at 3 mL/kg/hour for 1 hour prior to radiocontrast exposure, then 1 mL/kg/hour for 6 hours after.
Intravenous N‐acetylcysteine 1200 mg before procedure, then 1200 mg orally twice daily for a total of 4 doses.
If intravenous N‐acetylcysteine is not available, then N‐acetylcysteine 6001200 mg orally for 2 doses before and 2 doses after procedure.
If already undergoing acute dialysis with catheter vascular access, consider CVVH 6 hours before and for 24 hours after procedure.

Hemofiltration is labor‐intensive, expensive, and not readily available in all hospitals that renders it difficult to endorse as a definitive or routine CN prophylaxis modality. However, if a patient is already undergoing acute dialysis with catheter vascular access, it would be reasonable to consider CVVH 6 hours before and for 24 hours after the procedure (Table 2).

For high‐risk patients, we recommend minimizing the radiocontrast dose (reviewed in Ref.57). Although the dose has not consistently been identified as a risk factor (Table 1), we envision no harm in reducing the dose, particularly if adequate information can be obtained by other means, eg, coronary angiogram accompanied by an echocardiogram, rather than a ventriculogram. We would also consider the use of isoosmolar media in high‐risk patients, since the data are relatively compelling.20 Low doses of isoosmolar media should be particularly beneficial to patients with preexisting hypertension or congestive heart failure, for which the osmotic load and excess extracellular volume expansion might be deleterious. However, because isoosmolar media is expensive, a detailed cost‐benefit analysis would be required before definitive recommendations could be made, especially for patients at lower risk for CN. Finally, because of the complex literature, as well as budgetary issues, we encourage communication between the physician ordering the contrast study and the operator (radiologist or cardiologist) concerning the type of procedure and contrast media to be used.

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  6. Newhouse JH, Kho D, Rao Q A, Starren J.Frequency of serum creatinine changes in the absence of iodinated contrast material: implications for studies of contrast nephrotoxicity.AJR Am J Roentgenol.2008;191(2):376382.
  7. Rihal CS, Textor SC, Grill DE, et al.Incidence and prognostic importance of acute renal failure after percutaneous coronary intervention.Circulation.2002;105(19):22592264.
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  9. Levy EM, Viscoli CM, Horwitz RI.The effect of acute renal failure on mortality. A cohort analysis.JAMA.1996;275(19):14891494.
  10. Gruberg L, Mintz GS, Mehran R, et al.The prognostic implications of further renal function deterioration within 48 h of interventional coronary procedures in patients with pre‐existent chronic renal insufficiency.J Am Coll Cardiol.2000;36(5):15421548.
  11. Dangas G, Iakovou I, Nikolsky E, et al.Contrast‐induced nephropathy after percutaneous coronary interventions in relation to chronic kidney disease and hemodynamic variables.Am J Cardiol.2005;95(1):1319.
  12. Heyman SN, Rosen S, Rosenberger C, et al.Renal parenchymal hypoxia, hypoxia adaptation, and the pathogenesis of radiocontrast nephropathy.Clin J Am Soc Nephrol.2008;3(1):288296.
  13. Rudnick MR, Goldfarb S, Wexler L, et al.Nephrotoxicity of ionic and nonionic contrast media in 1196 patients: a randomized trial. The Iohexol Cooperative Study.Kidney Int.1995;47(1):254261.
  14. Lautin EM, Freeman NJ, Schoenfeld AH, et al.Radiocontrast‐associated renal dysfunction: a comparison of lower‐osmolality and conventional high‐osmolality contrast media.AJR Am J Roentgenol.1991;157(1):5965.
  15. Jo SH, Youn TJ, Koo BK, et al.,Renal toxicity evaluation and comparison between visipaque (iodixanol) and hexabrix (ioxaglate) in patients with renal insufficiency undergoing coronary angiography: the RECOVER study: a randomized controlled trial.J Am Coll Cardiol.2006;48(5):924930.
  16. Aspelin P, Aubry P, Fransson SG, et al.Nephrotoxic effects in high‐risk patients undergoing angiography.N Engl J Med.2003;348(6):491499.
  17. Nguyen SA, Suranyi P, Ravenel JG, et al.Iso‐osmolality vs. low‐osmolality iodinated contrast medium at intravenous contrast‐enhanced CT: effect on kidney function.Radiology.2008;248(1):97105.
  18. Carraro M, Malalan F, Antonione R, et al.Effects of a dimeric vs a monomeric nonionic contrast medium on renal function in patients with mild to moderate renal insufficiency: a double‐blind, randomized clinical trial.Eur Radiol.1998;8(1):144147.
  19. Jakobsen JA, Berg KJ, Kjaersgaard P.Angiography with nonionic X‐ray contrast media in severe chronic renal failure: renal function and contrast retention.Nephron.1996;73(4):549556.
  20. McCullough PA, Bertrand ME, Brinker JA, Stacul F.A meta‐analysis of the renal safety of isoosmolar iodixanol compared with low‐osmolar contrast media.J Am Coll Cardiol.2006;48(4):692699.
  21. Fishbane S.N‐acetylcysteine in the prevention of contrast‐induced nephropathy.Clin J Am Soc Nephrol.2008;3(1):281287.
  22. Tepel M, van der Giet M, Schwarzfeld C, Laufer U, Liermann D, Zidek W.Prevention of radiographic‐contrast‐agent‐induced reductions in renal function by acetylcysteine.N Engl J Med.2000;343(3):180184.
  23. Kelly AM, Dwamena B, Cronin P, Bernstein SJ, Carlos RC.Meta‐analysis: effectiveness of drugs for preventing contrast‐induced nephropathy.Ann Intern Med.2008;148(4):284294.
  24. Nallamothu BK, Shojania KG, Saint S, et al.Is acetylcysteine effective in preventing contrast‐related nephropathy? A meta‐analysis.Am J Med.2004;117(12):938947.
  25. Birck R, Krzossok S, Markowetz F, Schnulle P, van der Woude FJ, Braun C.Acetylcysteine for prevention of contrast nephropathy: meta‐analysis.Lancet.2003;362(9384):598603.
  26. Pannu N, Manns B, Lee H, Tonelli M.Systematic review of the impact of N‐acetylcysteine on contrast nephropathy.Kidney Int.2004;65(4):13661374.
  27. Liu R, Nair D, Ix J, Moore DH, Bent S.N‐acetylcysteine for the prevention of contrast‐induced nephropathy. A systematic review and meta‐analysis.J Gen Intern Med.2005;20(2):193200.
  28. Zagler A, Azadpour M, Mercado C, Hennekens CH.N‐acetylcysteine and contrast‐induced nephropathy: a meta‐analysis of 13 randomized trials.Am Heart J.2006;151(1):140145.
  29. Isenbarger DW, Kent SM, O'Malley PG.Meta‐analysis of randomized clinical trials on the usefulness of acetylcysteine for prevention of contrast nephropathy.Am J Cardiol.2003;92(12):14541458.
  30. Alonso A, Lau J, Jaber BL, Weintraub A, Sarnak MJ.Prevention of radiocontrast nephropathy with N‐acetylcysteine in patients with chronic kidney disease: a meta‐analysis of randomized, controlled trials.Am J Kidney Dis.2004;43(1):19.
  31. Kshirsagar AV, Poole C, Mottl A, et al.N‐acetylcysteine for the prevention of radiocontrast induced nephropathy: a meta‐analysis of prospective controlled trials.J Am Soc Nephrol.2004;15(3):761769.
  32. Guru V, Fremes SE.The role of N‐acetylcysteine in preventing radiographic contrast‐induced nephropathy.Clin Nephrol.2004;62(2):7783.
  33. Bagshaw SM, Ghali WA.Acetylcysteine for prevention of contrast‐induced nephropathy after intravascular angiography: a systematic review and meta‐analysis.BMC Med.2004;2:38.
  34. Misra D, Leibowitz K, Gowda RM, Shapiro M, Khan IA.Role of N‐acetylcysteine in prevention of contrast‐induced nephropathy after cardiovascular procedures: a meta‐analysis.Clin Cardiol.2004;27(11):607610.
  35. Duong MH, MacKenzie TA, Malenka DJ.N‐acetylcysteine prophylaxis significantly reduces the risk of radiocontrast‐induced nephropathy: comprehensive meta‐analysis.Catheter Cardiovasc Interv.2005;64(4):471479.
  36. Bagshaw SM, McAlister FA, Manns BJ, Ghali WA.Acetylcysteine in the prevention of contrast‐induced nephropathy: a case study of the pitfalls in the evolution of evidence.Arch Intern Med.2006;166(2):161166.
  37. Webb JG, Pate GE, Humphries KH, et al.A randomized controlled trial of intravenous N‐acetylcysteine for the prevention of contrast‐induced nephropathy after cardiac catheterization: lack of effect.Am Heart J.2004;148(3):422429.
  38. Baker CS, Wragg A, Kumar S, De Palma R, Baker LR, Knight CJ.A rapid protocol for the prevention of contrast‐induced renal dysfunction: the RAPPID study.J Am Coll Cardiol.2003;41(12):21142118.
  39. Marenzi G, Assanelli E, Marana I, et al.N‐acetylcysteine and contrast‐induced nephropathy in primary angioplasty.N Engl J Med.2006;354(26):27732782.
  40. Solomon R, Werner C, Mann D, D'Elia J, Silva P.Effects of saline, mannitol, and furosemide to prevent acute decreases in renal function induced by radiocontrast agents.N Engl J Med.1994;331(21):14161420.
  41. Mueller C, Buerkle G, Buettner HJ.Prevention of contrast media‐associated nephropathy: randomized comparison of 2 hydration regimens in 1620 patients undergoing coronary angioplasty.Arch Intern Med.2002;162(3):329336.
  42. Merten GJ, Burgess WP, Gray LV, et al.Prevention of contrast‐induced nephropathy with sodium bicarbonate: a randomized controlled trial.JAMA.2004;291(19):23282334.
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  44. Ozcan EE, Guneri S, Akdeniz B, et al.Sodium bicarbonate, N‐acetylcysteine, and saline for prevention of radiocontrast‐induced nephropathy. A comparison of 3 regimens for protecting contrast‐induced nephropathy in patients undergoing coronary procedures. A single‐center prospective controlled trial.Am Heart J.2007;154(3):539544.
  45. Recio‐Mayoral A, Chaparro M, Prado B, et al.The reno‐protective effect of hydration with sodium bicarbonate plus N‐acetylcysteine in patients undergoing emergency percutaneous coronary intervention: the RENO Study.J Am Coll Cardiol.2007;49(12):12831288.
  46. Masuda M, Yamada T, Mine T, et al.Comparison of usefulness of sodium bicarbonate vs. sodium chloride to prevent contrast‐induced nephropathy in patients undergoing an emergent coronary procedure.Am J Cardiol.2007;100(5):781786.
  47. Brar SS, Shen AY, Jorgensen MB, et al.Sodium bicarbonate vs sodium chloride for the prevention of contrast medium‐induced nephropathy in patients undergoing coronary angiography: a randomized trial.JAMA.2008;300(9):10381046.
  48. From AM, Bartholmai BJ, Williams AW, Cha SS, Pflueger A, McDonald FS.Sodium bicarbonate is associated with an increased incidence of contrast nephropathy: a retrospective cohort study of 7977 patients at Mayo clinic.Clin J Am Soc Nephrol.2008;3(1):1018.
  49. Hogan SE, L'Allier P, Chetcuti S, et al.Current role of sodium bicarbonate‐based preprocedural hydration for the prevention of contrast‐induced acute kidney injury: a meta‐analysis.Am Heart J.2008;156(3):414421.
  50. Atkins JL.Effect of sodium bicarbonate preloading on ischemic renal failure.Nephron.1986;44(1):7074.
  51. Marenzi G, Marana I, Lauri G, et al.The prevention of radiocontrast‐agent‐induced nephropathy by hemofiltration.N Engl J Med.2003;349(14):13331340.
  52. Marenzi G, Lauri G, Campodonico J, et al.Comparison of two hemofiltration protocols for prevention of contrast‐induced nephropathy in high‐risk patients.Am J Med.2006;119(2):155162.
  53. Cruz DN, Perazella MA, Bellomo R, et al.Extracorporeal blood purification therapies for prevention of radiocontrast‐induced nephropathy: a systematic review.Am J Kidney Dis.2006;48(3):361371.
  54. Vogt B, Ferrari P, Schonholzer C, et al.Prophylactic hemodialysis after radiocontrast media in patients with renal insufficiency is potentially harmful.Am J Med.2001;111(9):692698.
  55. Lee PT, Chou KJ, Liu CP, et al.Renal protection for coronary angiography in advanced renal failure patients by prophylactic hemodialysis. A randomized controlled trial.J Am Coll Cardiol.2007;50(11):10151020.
  56. Mehran R, Aymong ED, Nikolsky E, et al.A simple risk score for prediction of contrast‐induced nephropathy after percutaneous coronary intervention: development and initial validation.J Am Coll Cardiol.2004;44(7):13931399.
  57. McCullough PA.Contrast‐induced acute kidney injury.J Am Coll Cardiol.2008;51(15):14191428.
Article PDF
Issue
Journal of Hospital Medicine - 4(8)
Page Number
500-506
Legacy Keywords
acute kidney injury, N‐acetylcysteine, NaHCO, nephrotoxicity, radioiodinated contrast
Sections
Article PDF
Article PDF

Since contrast nephropathy (CN) was recognized more than 50 years ago,1 there have been continuous efforts to chemically modify radiocontrast agents to be less nephrotoxic. Although radiocontrast media have indeed become safer, which reduces the likelihood of CN per procedure, the indications for radiocontrast administration have dramatically increased, since over 80 million doses are delivered in the world annually.2, 3 Furthermore, the number of patients with CN risks, which are mainly chronic renal insufficiency (CRI) and diabetes (Table 1), has also grown. Currently, more than 26 million people are estimated to have CRI in the United States4 and 200 million people have diabetes worldwide.5 The combination of increased radiocontrast administration frequency and greater prevalence of at‐risk patients is likely to result in continued increases in CN events.

Risk Factors for Contrast Nephropathy
Clear Risks Probable Risks Questionable Risks
  • Abbreviations: CN, contrast nephropathy; CT, computed tomography; GFR, glomerular filtration rate; IVC, inferior vena cava..

  • Diabetes is neither sufficient nor necessary, but amplifies the risk for CN.

  • Volumes >100 mL are commonly used in diagnostic and therapeutic cardiac catheterizations, peripheral and cerebrovascular angiographies, CT angiography for cardiac imaging and excluding pulmonary embolism. For IVC filter placement, approximately 30 mL is used.

  • Risk is negligible with newer generation radiocontrast media and adequate hydration.

Estimated GFR <60 mL/minute/1.73 m2, especially if due to diabetic nephropathy* Diabetes mellitus* Repeat contrast procedures
Concomitant use of nephrotoxic drugs Age >75 years
Hemodynamic instability Male gender
Congestive heart failure Intraaortic balloon pump
Large contrast volume (>100 mL) Liver disease
Intraarterial contrast administration Peripheral vascular disease
Hypertension
Anemia
Bence‐Jones proteinuria
Hyperuricemia

The incidence of CN varies between studies, depending on risk factors of the cohort and definition of CN, but figures have been reported to be as high as 50% in studies enriched with CRI and diabetic patients. However, a very recent study disputes such high incidence rates by demonstrating that patients receiving no radiocontrast media had a similar frequency of serum creatinine increases compared to a comparable group of historical CN patients.6 This study emphasizes that conventional definitions of CN, eg, 25% increase in serum creatinine above baseline, may be too conservative.

A retrospective study of 7586 patients showed 22% in‐hospital mortality in patients who developed CN vs. 1.4% in those who did not, after adjusting for comorbidities. One‐ and 5‐year mortality rates were also higher in the CN group (12.1% vs. 3.7% and 44.6% vs. 14.5%, respectively).7 Another study of 1826 patients, who underwent coronary artery intervention procedures, showed that 14.4% developed CN and 0.8% required hemodialysis. Mortality was 1.1% in patients who did not develop CN, 7.1% in those with CN, and 35.7% in the hemodialysis‐treated CN group.8 Moreover, studies by several other groups also support the position that CN is associated with increased in‐hospital and long‐term mortality.911 Although radiocontrast administration may not be a causal risk factor for mortality, since at‐risk patients have a number of comorbidities, radiocontrast media should nevertheless at least be viewed as an important marker of acute kidney injury and death risk.

Despite the enhanced morbidity and mortality associated with CN, there are no strict guidelines for prevention of CN. Part of the reason is that the literature is controversial regarding most prevention strategies. Several interventions are commonly proposed to help prevent CN, including discriminate selection of the type of radiocontrast, N‐acetylcysteine, volume expansion with saline and/or NaHCO3, and prophylactic hemofiltration. The major purpose of this review is to discuss these different approaches to CN prevention, with the ultimate goal of offering discrete recommendations.

The basis of this semisystematic review was a literature search using the PubMed database (www.ncbi.nlm.nih.gov/sites/entrez) to identify studies published in English language journals between January 1966 and July 2008 comparing regimens for prophylaxis of CN. Search terms included contrast, radiocontrast, radioiodinated AND nephropathy, nephrotoxicity, renal failure, kidney injury AND N‐acetylcysteine, Mucomyst, sodium bicarbonate, NaHCO3, hemofiltration, continuous venovenous hemofiltration (CVVH), theophylline, statin, ascorbic acid, dopamine, fenoldopam, adenosine, and endothelin. The total number of articles that met the search criteria exceeded 3000 and over 200 in high profile biomedical journals were scrutinized in detail. The articles cited in this review were independently considered by 2 authors (B.G.A. and J.R.S.) to have the greatest impact.

We report on prophylactic maneuvers that are either commonly considered by nephrology consultants or contain sufficient data to warrant a meta‐analysis study. Studies involving statins, ascorbic acid, dopamine analogs, endothelin antagonists, and theophylline were not addressed in this review due to insufficient, inconclusive, or predominantly negative data. Clinical characteristics and pathogenesis of CN, which include vasoconstriction, ischemia, production of oxygen free radicals, tubular cell apoptosis, and intratubular obstruction, are also not discussed in detail, but have recently been reviewed.12

Risk Associated with Different Types of Radiocontrast Media

There are 3 generations of radiocontrast media: hyperosmolar (14001800 mosm/kg), low osmolar (500850 mosm/kg) and isoosmolar (290 mosm/kg). Note that the low osmolar agents have lower osmolarity relative to the hyperosmolar agents, but are still hyperosmolar compared to serum. Multiple studies have compared effects of radiocontrast with different osmolarities.

The Iohexol Cooperative Study was a double‐blind, randomized, controlled trial (RCT) that randomized 1196 patients to Iohexol (low osmolarity) or diatrizoate (hyperosmolar). Definition of CN was a rise in serum creatinine by >1 mg/dL within 48 to 72 hours after the radiocontrast exposure. Results were in favor of the iohexol group (3% developed CN vs. 7% in the diatrizoate group; P = 0.002). Subgroup analysis of patients with CRI and CRI plus diabetes also revealed less CN in the iohexol vs. diatrizoate groups (7% vs. 16% and 12% vs. 27%, respectively).13

An earlier non‐RCT of 303 patients undergoing femoral angiography compared iohexol/emoxaglate (both are low osmolar) to diatrizoate (hyperosmolar). Six different CN definitions were used. Each comprised a combination of different magnitudes of rise of serum creatinine over various periods of time. Overall, the incidence of CN was 7% in the low osmolar group vs. 26% in the hyperosmolar group (P = 0.001). In subgroup analysis of patients with CRI, and of patients with diabetes, less CN was again observed with low osmolar agents (10% vs. 41%, P = 0.017, in the CRI group; and 10% vs. 31%, P = 0.012, in the diabetes group). Analysis of subjects with baseline serum creatinine <1.5 mg/dL showed no differences between the 2 groups, emphasizing that prior CRI is an important CN risk factor.14

The RECOVER study was a double‐blind RCT of 300 patients undergoing coronary angiography, who were randomized to iodixanol (isoosmolar) or ioxaglate (low osmolarity). CN was defined as a rise in serum creatinine by >25% or 0.5 mg/dL at 24 and 48 hours. CN incidence was 7.9% in the iodixanol group vs. 17% in the ioxaglate group (P = 0.021). Subgroup analyses of patients stratified by severe CRI, diabetes, and contrast volume also favored iodixanol.15 In a similarly designed, double‐blind RCT involving 129 patients with diabetes and CRI randomized to iodixanol or iohexol, CN developed in 3% of iodixanol group vs. 26% in the iohexol group (P = 0.002).16 These results were further supported by a very recent double‐blind RCT comparing iodixanol to iopromide (low osmolar) in 117 patients with baseline serum creatinine 1.5 mg/dL undergoing CT scans. The incidence of serum creatinine increases of 0.5 mg/dL or 25% above baseline or glomerular filtration rate (GFR) reduction of 5 mL/minute was significantly lower in the iodixanol group (P = 0.04, 0.01, and 0.04 respectively).17

In contrast to these reports, 2 double‐blind RCTs showed no differences in CN incidence between iodixanol and low osmolar agents. One study compared iodixanol to iopromide in 64 patients undergoing intravenous pyelography (IVP),18 and the other included 16 nondiabetic patients with CRI and compared iodixanol to iohexol.19 However, because of the small sample sizes, it is likely that neither study is adequately powered to detect differences in outcome between the 2 types of radiocontrast media.

Given the importance of the issue and conflicting results from individual studies, a meta‐analysis of 16 double‐blind RCTs was performed.20 This study included 2727 patients undergoing angiography, compared iodixanol (isoosmolar) to a variety of low osmolar agents, and demonstrated that iodixanol was less nephrotoxic compared to the low osmolarity agents in CRI patients (2.8% vs. 8.4%; P = 0.001) and in patients with CRI plus diabetes (3.5% vs. 15.5%; P = 0.003). Independent predictors of CN were CRI, CRI plus diabetes, and the use of low‐osmolarity media, whereas diabetes, age, and radiocontrast volume were not statistically significant independent predictors.20

Taken together, we conclude that isoosmolar media represents the lowest risk for CN. An additional benefit is that isoosmolar media, on the basis of diminished osmotic load, is less likely to precipitate extracellular fluid volume overload, which is particularly germane for patients with CRI, who have diminished capacity to excrete solute loads. Therefore, we recommend using isoosmolar media, particularly in patients at high risk for CN, such as those with CRI, especially due to diabetic nephropathy.

Oral N‐Acetylcysteine

Based primarily upon in vitro evidence, N‐acetylcysteine (NAC) may theoretically prevent CN by direct antioxidant and vasodilatory effects. However, in vivo, NAC is rapidly metabolized and inactivated by the liver. Therefore, it has been postulated that the mechanism of action may be indirect, and the cysteine metabolite of NAC may stimulate glutathione synthesis, which then inhibits cellular oxidation.21

The first clinical trial to address the prophylactic role of NAC in CN was an RCT of 83 patients with CRI (mean serum creatinine [Cr] = 2.4) undergoing CT scans, who were randomized to NAC plus 0.45% NaCl vs. placebo and 0.9% NaCl.22 The NAC dose was 600 mg orally twice daily for 2 doses before and 2 doses after the procedure. Intravenous fluids were started 12 hours before and stopped 12 hours after the procedure and infused at a rate of 1 ml/kg/hour. CN definition was rise in serum creatinine by >0.5 mg/dL at 48 hours. The results were statistically significant, with a relative risk of CN = 0.1 (95%CI, 0.020.9) in subjects treated with NAC.

There have been many subsequent reports that have evaluated NAC in small numbers of patients with mild to moderate CRI. In general, results from these trials have been inconsistent, which has led to several meta‐analyses to delineate NAC efficacy in CN prevention. The most recent and largest meta‐analysis included 26 NAC RCTs, and revealed a statistically significant benefit from NAC (relative risk [RR] = 0.62; 95%CI, 0.440.88).23 Twelve other meta‐analyses, which incorporated fewer studies, have been published,2435 and 7 of the 12 reported a benefit from NAC.25, 27, 29, 30, 32, 34, 35

Although meta‐analysis is considered the most accepted strategy to define conclusions from multiple trials, conflicting results between NAC meta‐analyses highlight the possibility that this approach may still not provide resolution to clinical questions, especially when inclusion criteria differ between meta‐analyses. Therefore, as discussed by Bagshaw et al.,36 meta‐analyses are not always a panacea, and should be avoided if the trials to be included exhibit significant statistical or clinical heterogeneity, as is the case with studies involving NAC prophylaxis of CN. Finally, because meta‐analyses require pooling of data from published studies, which tend to be positive, the possibility of publication bias exists.

In summary, conclusions from trials to assess efficacy of oral NAC in the prevention of CN have been inconsistent, though there has been a general trend toward benefit. Factors contributing to inconsistent results include variable definitions of CN, degree of CRI and diabetes in the cohort, amount and type of contrast used, NAC dosing and intravenous hydration protocols. As a result, a large multicenter RCT would certainly be helpful. However, the size of such trial might be cost‐prohibitive, and unlikely to be underwritten by the pharmaceutical industry because the patent for NAC has expired.36

Intravenous NAC

In addition to the vast literature on oral NAC for CN prophylaxis, there are now studies that have also evaluated efficacy of intravenous NAC. In one of the largest double‐blind RCTs,37 487 patients (mean baseline serum creatinine = 1.6 mg/dL) were randomized to NAC 500 mg intravenously vs. placebo before cardiac catheterization. Both groups received the same hydration protocols. The study was stopped when an interim analysis determined that there was no advantage to NAC (CN incidence, which was defined as a decrease in creatinine clearance by >5 mL/minute at days 1 to 8 postprocedure, was 23.3% vs. 20.7% in the placebo group).

The RAPPID study examined higher intravenous NAC doses in 80 patients undergoing cardiac catheterization.38 Subjects in this study were randomized to either NAC (150 mg/kg in 500 mL 0.9% NaCl before procedure and then 50 mg/kg in 500 mL 0.9% NaCl over 4 hours after procedure) or 0.9% NaCl 12 hours before and 12 hours after procedure. Despite the relatively small study size, intravenous NAC demonstrated a significant benefit in the prevention of CN (RR = 0.28; P = 0.045) defined as rise in serum creatinine by >25% at 2 or 4 days postexposure. Hypersensitivity‐like reactions were observed in 14.5% of patients receiving intravenous NAC, but symptoms were easily recognized and managed.38

A recent study of 354 patients undergoing primary angioplasty evaluated the combination of intravenous and oral NAC in different doses.39 Patients were randomized to 3 groups: (1) NAC 600 mg intravenously once before procedure and then 600 mg orally twice daily for 48 hours; (2) NAC 1200 mg intravenously once before procedure and then 1200 mg orally twice daily for 48 hours; or (3) placebo. The primary outcome was increase in Cr by >25% and secondary outcomes were in‐hospital death and a composite score that included death and need for renal replacement therapy. Results were significantly in favor of the 1200‐mg NAC regimen across all outcomes (P = <0.001, 0.02, and 0.002, respectively). It should be emphasized that this study was restricted to patients undergoing primary angioplasty, which is an emergent procedure. As a result, implementation of this protocol would necessarily require rapid administration of intravenous NAC prior to the procedure, which might even require maintenance of NAC stocks within the catheterization laboratory.

Because there is a trend toward benefit from oral NAC and the benefit from intravenous NAC in trials from limited settings, and both NAC formulations are inexpensive and safe, we recommend that NAC should be included in CN prophylaxis protocols.

Extracellular Fluid Volume Expansion

Since publication of work by Solomon et al.,40 which demonstrated a benefit of intravenous hydration with 0.45% NaCl in the prevention of CN in a group of CKD patients, it has been considered standard practice to prescribe intravenous fluid regimens for CN prophylaxis in high‐risk subjects. In the largest study to test the effect of different hydration protocols for CN prevention, Mueller et al.41 randomized 1620 patients with normal baseline serum creatinine to intravenous 0.9 % NaCl vs. 0.45% NaCl. The definition of CN was rise in serum creatinine by >0.5 mg/dL at 48 hours and the incidence was 0.7% for the 0.9% NaCl group and 2% for the 0.45% NaCl group (P = 0.04).

More recently, several trials have examined the relative efficacy of intravenous NaCl vs. NaHCO3 for CN prophylaxis. In the first NaHCO3 RCT, Merten et al.42 compared 0.9% NaHCO3 to 0.9% NaCl infusion in a population with a mean serum creatinine of 1.8 mg/dL. Both groups received 3 mL/kg intravenous bolus over 1 hour before the radiographic procedure followed by 1 mL/kg/hour for 6 hours. Urine pH was measured to confirm alkalinization of urine in the NaHCO3‐treated patients and the primary end point was increase in serum creatinine by >25% within 48 hours. The study was terminated early (after enrollment of 119 patients) when the interim analysis showed CN incidence was 1.7% in the NaHCO3 group vs. 13.6% in the NaCl group (P = 0.02).

These results were corroborated in the recent REMEDIAL trial,43 which enrolled 326 patients with serum creatinine >2 mg/dL, who were randomized to 1 of 3 arms. One group received intravenous saline (0.9% NaCl for 12 hours before and 12 hours after the procedure) and oral NAC; a second group received intravenous NaHCO3 (3 mL/kg intravenous bolus over 1 hour before the radiographic procedure followed by 1 mL/kg/hour for 6 hours) and oral NAC; and a third group received intravenous 0.9% NaCl plus oral NAC and ascorbic acid. Patients had similar baseline characteristics and the primary end point was an increase in serum creatinine by >25% within 48 hours. The best results were observed in the NaHCO3 plus NAC group; 1.9% developed CN in this group vs. 9.9% in the NaCl plus NAC group vs. 10.3% in the NaCl plus NAC plus ascorbic acid group (P = 0.019). Three additional prospective but smaller studies also showed the superiority of NaHCO3.4446

In contrast to studies supporting a role for prophylactic NaHCO3, a recent RCT showed no superiority of NaHCO3 infusion regimens.47 In this trial, 352 patients undergoing coronary angiography were randomized to receive either NaHCO3 or 0.9% NaCl. Both solutions were administered at rates of 3 mL/kg for 1 hour before the procedure and 1.5 mL/kg/hour for 4 hours postprocedure. The primary endpoint (>25% decrease in estimated GFR during the first 4 days after contrast exposure) was met in 13.3% of NaHCO3 group vs. 14.6% of the 0.9% NaCl group (P = 0.82). Moreover, there were no differences in the rates of secondary outcomes, which included death, dialysis, and cardiovascular and cerebrovascular events.

Results from a very recent retrospective cohort study of 7977 patients demonstrated that NaHCO3 infusion was associated with increased risk of CN compared to no treatment (odds ratio [OR] = 3.1; P < 0.001), whereas NAC alone or in combination with NaHCO3 was associated with no significant difference in the incidence of CN.48 However, multiple weaknesses associated with the retrospective study design, such as inclusion of few patients at high CN risk, and acceptance of serum creatinine values within 7 days before and after the contrast procedure, which likely captures causes of acute kidney injury other than CN, preclude abandonment of NaHCO3 prophylaxis for CN solely on the basis of this study.

In an effort to resolve the conflicting NaHCO3 prophylaxis literature, a meta‐analysis was recently conducted.49 This study encompassed 1307 patients enrolled in 7 RCTs that examined outcomes for NaHCO3 vs. saline prevention of CN. The main finding was a significant benefit of NaHCO3 for protection against CN (RR = 0.37; P = 0.005). No benefit of NaHCO3 infusion could be shown for postprocedure renal replacement therapy or death.

Therefore, based upon the results of multiple prospective trials, the recent meta‐analysis, the relative safety of NaHCO3 infusion with appropriate monitoring, and a plausible biological mechanism whereby bicarbonate may have antioxidant properties and scavenge oxygen‐derived free radicals, which have been implicated in CN pathogenesis,50 we advocate a prophylactic regimen employing NaHCO3 for patients at high risk for CN.

Renal Replacement Therapies

Two studies have been conducted by the same group (Marenzi et al.51, 52) to examine efficacy of continuous hemofiltration (CVVH) in preventing CN (hemofiltration clears solute by convection, and involves administration of a HCO3‐rich replacement solution, whereas hemodialysis clears solute by both diffusion and convection, and there is routinely no replacement fluid). In the first study,51 114 patients with baseline serum creatinine greater than 2 mg/dL undergoing coronary angiography were randomized to hemofiltration vs. 0.9% NaCl infusion. Isovolemic hemofiltration was implemented for 4 to 6 hours before and 18 to 24 hours after the radiographic procedure. The primary endpoint was increase in creatinine by >25% within 72 hours. CN incidence was 5% in the hemofiltration group vs. 50% in the 0.9% NaCl group (P < 0.001). The secondary outcomes including in‐hospital mortality, 1‐year mortality and temporary renal replacement were also superior in the hemofiltration group. In the second study, the same investigators compared 2 different hemofiltration protocols, using the same definition of CN.52 Patients with baseline creatinine clearance <30 mL/minute (n = 92) were randomized to 0.9% NaCl infusion, postprocedure isovolemic hemofiltration only, or preprocedure plus postprocedure hemofiltration (same protocol as previous study). The incidence of CN was significantly lower in the preprocedure plus postprocedure hemofiltration group (3% vs. 26% in the postprocedure hemofiltration group vs. 40% in the 0.9% NaCl without hemofiltration group; P = 0.0001). The preprocedure plus postprocedure hemofiltration group also had reductions in in‐hospital mortality and temporary renal replacement therapy rates.

Although the mechanism of hemofiltration prevention of CN is unknown, it is certainly not enhanced clearance of contrast material, inasmuch as hemofiltration was discontinued during the angiography procedure in all protocols, and radiocontrast was therefore not cleared by hemofiltration until the process was reinstituted. Furthermore, the second study indicates that the major benefit was derived from the preprocedure hemofiltration component. Contributing factors might be control of extracellular pH and redox potential with bicarbonate replacement fluid during hemofiltration. Important confounding issues to consider are that patients receiving hemofiltration were in controlled, monitored settings and thus received more intensive care than the hydration group, and that serum creatinine, the major outcome parameter, is cleared by hemofiltration. Before hemofiltration can be recommended as routine prophylactic therapy for CN, the data will need to be corroborated by other groups, preferably involving larger numbers of study subjects and including cost‐benefit analyses.

Multiple small studies have examined the possibility that dialysis immediately following radiocontrast exposure could prevent CN, presumably by accelerating radiocontrast clearance. Most of these reports were negative, including a well‐designed meta‐analysis of RCTs, which showed no benefit of hemodialysis.53 Of note, one report suggested that hemodialysis might be potentially harmful.54 The single prospective trial that showed benefit from prophylactic hemodialysis analyzed 82 patients with advanced CRI (baseline creatinine clearance 13 mL/minute) referred for coronary angiography55 These subjects were randomly assigned to intravenous 0.9% NaCl and hemodialysis vs. intravenous 0.9% NaCl alone. Subsequent renal replacement therapy was required in 35% of control patients and in only 2% in the prophylactic dialysis group. One potential limitation of this study is that the investigators were more cognizant of volume status in the hemodialysis group to avoid fluid shifts and volume depletion during dialysis, while the control group appeared to experience no comparable intravascular volume management. Moreover, this study was conducted in patients with extremely advanced renal insufficiency, and therefore does not reflect the vast majority of patients at risk for CN.

Conclusions

CN is associated with increased morbidity and mortality, and efforts to minimize CN are therefore warranted. However, the overwhelming majority of CN trials were designed to investigate the effects of prophylaxis strategies on surrogate endpoints for estimates of GFR. Therefore, conclusions regarding the effect of these regimens on definitive outcomes, such as death and vascular events, cannot be drawn. On balance, there is evidence that oral and intravenous NAC, as well as extracellular volume expansion with intravenous NaHCO3 are effective measures to prevent CN, whereas the data for renal replacement therapies are more equivocal. We emphasize though, that the literature on this topic is vast, and includes a large number of conflicting studies, including multiple meta‐analyses. As a result, we refrain from being too dogmatic about the best approach, and therefore cautiously offer the following recommendations for prevention of CN.

The first step is to identify high‐risk patients, who are most likely to benefit from prophylaxis (Table 1). Although risk stratification was not the focus of this review, Mehran et al.56 have developed a scoring system to quantitatively predict CN risk, with weighted parameters including CRI, diabetes, radiocontrast volume, age, hypotension, congestive heart failure, treatment with an intraaortic balloon pump, and anemia. For low‐risk patients, hydration with saline is probably adequate. For high‐risk patients, it would be prudent to initially consider whether sufficient information could be obtained from an alternative, noncontrasted radiologic procedure. If not, it would behoove the prescribing physician to then treat modifiable risk factors, as well as to discontinue potentially nephrotoxic medications.

In high‐risk patients undergoing radiocontrast procedures, we recommend using NAC and volume expansion with NaHCO3 (Table 2). Although the evidence for this combined approach is limited,43 we believe it is biologically consistent, since the rationale for both strategies is primarily modification of redox state and inhibition of oxygen free radical generation. Because NAC formulations are generally effective, safe and inexpensive ($0.04 for 600 mg oral NAC and $24 for 1200 mg intravenous NAC at our hospital), we recommend the protocol used by Marenzi et al.,39 NAC 1200 mg intravenously once before procedure and then 1200 mg orally twice daily for 48 hours, as prophylaxis for all contrast procedures in high‐risk patients. However, we recognize that this regimen would require formal evaluation in procedures other than emergent coronary artery angioplasty before it could be enthusiastically endorsed. Therefore, if intravenous NAC is not available and/or the procedure is not emergent, NAC 6001200 mg orally twice a day, 2 doses before and 2 doses after the procedure would be a rational alternative. For the NaHCO3 infusion, we recommend 3 mL/kg for 1 hour before the procedure, followed by 1 mL/kg/hour for 6 hours after.

Contrast Nephropathy Prevention Strategy in High‐Risk Patients
  • Abbreviations: CN, contrast nephropathy; CVVH, continuous venovenous hemofiltration.

Minimize radiocontrast dose.
Isoosmolar radiocontrast media preferred.
Intravenous NaHCO3 at 3 mL/kg/hour for 1 hour prior to radiocontrast exposure, then 1 mL/kg/hour for 6 hours after.
Intravenous N‐acetylcysteine 1200 mg before procedure, then 1200 mg orally twice daily for a total of 4 doses.
If intravenous N‐acetylcysteine is not available, then N‐acetylcysteine 6001200 mg orally for 2 doses before and 2 doses after procedure.
If already undergoing acute dialysis with catheter vascular access, consider CVVH 6 hours before and for 24 hours after procedure.

Hemofiltration is labor‐intensive, expensive, and not readily available in all hospitals that renders it difficult to endorse as a definitive or routine CN prophylaxis modality. However, if a patient is already undergoing acute dialysis with catheter vascular access, it would be reasonable to consider CVVH 6 hours before and for 24 hours after the procedure (Table 2).

For high‐risk patients, we recommend minimizing the radiocontrast dose (reviewed in Ref.57). Although the dose has not consistently been identified as a risk factor (Table 1), we envision no harm in reducing the dose, particularly if adequate information can be obtained by other means, eg, coronary angiogram accompanied by an echocardiogram, rather than a ventriculogram. We would also consider the use of isoosmolar media in high‐risk patients, since the data are relatively compelling.20 Low doses of isoosmolar media should be particularly beneficial to patients with preexisting hypertension or congestive heart failure, for which the osmotic load and excess extracellular volume expansion might be deleterious. However, because isoosmolar media is expensive, a detailed cost‐benefit analysis would be required before definitive recommendations could be made, especially for patients at lower risk for CN. Finally, because of the complex literature, as well as budgetary issues, we encourage communication between the physician ordering the contrast study and the operator (radiologist or cardiologist) concerning the type of procedure and contrast media to be used.

Since contrast nephropathy (CN) was recognized more than 50 years ago,1 there have been continuous efforts to chemically modify radiocontrast agents to be less nephrotoxic. Although radiocontrast media have indeed become safer, which reduces the likelihood of CN per procedure, the indications for radiocontrast administration have dramatically increased, since over 80 million doses are delivered in the world annually.2, 3 Furthermore, the number of patients with CN risks, which are mainly chronic renal insufficiency (CRI) and diabetes (Table 1), has also grown. Currently, more than 26 million people are estimated to have CRI in the United States4 and 200 million people have diabetes worldwide.5 The combination of increased radiocontrast administration frequency and greater prevalence of at‐risk patients is likely to result in continued increases in CN events.

Risk Factors for Contrast Nephropathy
Clear Risks Probable Risks Questionable Risks
  • Abbreviations: CN, contrast nephropathy; CT, computed tomography; GFR, glomerular filtration rate; IVC, inferior vena cava..

  • Diabetes is neither sufficient nor necessary, but amplifies the risk for CN.

  • Volumes >100 mL are commonly used in diagnostic and therapeutic cardiac catheterizations, peripheral and cerebrovascular angiographies, CT angiography for cardiac imaging and excluding pulmonary embolism. For IVC filter placement, approximately 30 mL is used.

  • Risk is negligible with newer generation radiocontrast media and adequate hydration.

Estimated GFR <60 mL/minute/1.73 m2, especially if due to diabetic nephropathy* Diabetes mellitus* Repeat contrast procedures
Concomitant use of nephrotoxic drugs Age >75 years
Hemodynamic instability Male gender
Congestive heart failure Intraaortic balloon pump
Large contrast volume (>100 mL) Liver disease
Intraarterial contrast administration Peripheral vascular disease
Hypertension
Anemia
Bence‐Jones proteinuria
Hyperuricemia

The incidence of CN varies between studies, depending on risk factors of the cohort and definition of CN, but figures have been reported to be as high as 50% in studies enriched with CRI and diabetic patients. However, a very recent study disputes such high incidence rates by demonstrating that patients receiving no radiocontrast media had a similar frequency of serum creatinine increases compared to a comparable group of historical CN patients.6 This study emphasizes that conventional definitions of CN, eg, 25% increase in serum creatinine above baseline, may be too conservative.

A retrospective study of 7586 patients showed 22% in‐hospital mortality in patients who developed CN vs. 1.4% in those who did not, after adjusting for comorbidities. One‐ and 5‐year mortality rates were also higher in the CN group (12.1% vs. 3.7% and 44.6% vs. 14.5%, respectively).7 Another study of 1826 patients, who underwent coronary artery intervention procedures, showed that 14.4% developed CN and 0.8% required hemodialysis. Mortality was 1.1% in patients who did not develop CN, 7.1% in those with CN, and 35.7% in the hemodialysis‐treated CN group.8 Moreover, studies by several other groups also support the position that CN is associated with increased in‐hospital and long‐term mortality.911 Although radiocontrast administration may not be a causal risk factor for mortality, since at‐risk patients have a number of comorbidities, radiocontrast media should nevertheless at least be viewed as an important marker of acute kidney injury and death risk.

Despite the enhanced morbidity and mortality associated with CN, there are no strict guidelines for prevention of CN. Part of the reason is that the literature is controversial regarding most prevention strategies. Several interventions are commonly proposed to help prevent CN, including discriminate selection of the type of radiocontrast, N‐acetylcysteine, volume expansion with saline and/or NaHCO3, and prophylactic hemofiltration. The major purpose of this review is to discuss these different approaches to CN prevention, with the ultimate goal of offering discrete recommendations.

The basis of this semisystematic review was a literature search using the PubMed database (www.ncbi.nlm.nih.gov/sites/entrez) to identify studies published in English language journals between January 1966 and July 2008 comparing regimens for prophylaxis of CN. Search terms included contrast, radiocontrast, radioiodinated AND nephropathy, nephrotoxicity, renal failure, kidney injury AND N‐acetylcysteine, Mucomyst, sodium bicarbonate, NaHCO3, hemofiltration, continuous venovenous hemofiltration (CVVH), theophylline, statin, ascorbic acid, dopamine, fenoldopam, adenosine, and endothelin. The total number of articles that met the search criteria exceeded 3000 and over 200 in high profile biomedical journals were scrutinized in detail. The articles cited in this review were independently considered by 2 authors (B.G.A. and J.R.S.) to have the greatest impact.

We report on prophylactic maneuvers that are either commonly considered by nephrology consultants or contain sufficient data to warrant a meta‐analysis study. Studies involving statins, ascorbic acid, dopamine analogs, endothelin antagonists, and theophylline were not addressed in this review due to insufficient, inconclusive, or predominantly negative data. Clinical characteristics and pathogenesis of CN, which include vasoconstriction, ischemia, production of oxygen free radicals, tubular cell apoptosis, and intratubular obstruction, are also not discussed in detail, but have recently been reviewed.12

Risk Associated with Different Types of Radiocontrast Media

There are 3 generations of radiocontrast media: hyperosmolar (14001800 mosm/kg), low osmolar (500850 mosm/kg) and isoosmolar (290 mosm/kg). Note that the low osmolar agents have lower osmolarity relative to the hyperosmolar agents, but are still hyperosmolar compared to serum. Multiple studies have compared effects of radiocontrast with different osmolarities.

The Iohexol Cooperative Study was a double‐blind, randomized, controlled trial (RCT) that randomized 1196 patients to Iohexol (low osmolarity) or diatrizoate (hyperosmolar). Definition of CN was a rise in serum creatinine by >1 mg/dL within 48 to 72 hours after the radiocontrast exposure. Results were in favor of the iohexol group (3% developed CN vs. 7% in the diatrizoate group; P = 0.002). Subgroup analysis of patients with CRI and CRI plus diabetes also revealed less CN in the iohexol vs. diatrizoate groups (7% vs. 16% and 12% vs. 27%, respectively).13

An earlier non‐RCT of 303 patients undergoing femoral angiography compared iohexol/emoxaglate (both are low osmolar) to diatrizoate (hyperosmolar). Six different CN definitions were used. Each comprised a combination of different magnitudes of rise of serum creatinine over various periods of time. Overall, the incidence of CN was 7% in the low osmolar group vs. 26% in the hyperosmolar group (P = 0.001). In subgroup analysis of patients with CRI, and of patients with diabetes, less CN was again observed with low osmolar agents (10% vs. 41%, P = 0.017, in the CRI group; and 10% vs. 31%, P = 0.012, in the diabetes group). Analysis of subjects with baseline serum creatinine <1.5 mg/dL showed no differences between the 2 groups, emphasizing that prior CRI is an important CN risk factor.14

The RECOVER study was a double‐blind RCT of 300 patients undergoing coronary angiography, who were randomized to iodixanol (isoosmolar) or ioxaglate (low osmolarity). CN was defined as a rise in serum creatinine by >25% or 0.5 mg/dL at 24 and 48 hours. CN incidence was 7.9% in the iodixanol group vs. 17% in the ioxaglate group (P = 0.021). Subgroup analyses of patients stratified by severe CRI, diabetes, and contrast volume also favored iodixanol.15 In a similarly designed, double‐blind RCT involving 129 patients with diabetes and CRI randomized to iodixanol or iohexol, CN developed in 3% of iodixanol group vs. 26% in the iohexol group (P = 0.002).16 These results were further supported by a very recent double‐blind RCT comparing iodixanol to iopromide (low osmolar) in 117 patients with baseline serum creatinine 1.5 mg/dL undergoing CT scans. The incidence of serum creatinine increases of 0.5 mg/dL or 25% above baseline or glomerular filtration rate (GFR) reduction of 5 mL/minute was significantly lower in the iodixanol group (P = 0.04, 0.01, and 0.04 respectively).17

In contrast to these reports, 2 double‐blind RCTs showed no differences in CN incidence between iodixanol and low osmolar agents. One study compared iodixanol to iopromide in 64 patients undergoing intravenous pyelography (IVP),18 and the other included 16 nondiabetic patients with CRI and compared iodixanol to iohexol.19 However, because of the small sample sizes, it is likely that neither study is adequately powered to detect differences in outcome between the 2 types of radiocontrast media.

Given the importance of the issue and conflicting results from individual studies, a meta‐analysis of 16 double‐blind RCTs was performed.20 This study included 2727 patients undergoing angiography, compared iodixanol (isoosmolar) to a variety of low osmolar agents, and demonstrated that iodixanol was less nephrotoxic compared to the low osmolarity agents in CRI patients (2.8% vs. 8.4%; P = 0.001) and in patients with CRI plus diabetes (3.5% vs. 15.5%; P = 0.003). Independent predictors of CN were CRI, CRI plus diabetes, and the use of low‐osmolarity media, whereas diabetes, age, and radiocontrast volume were not statistically significant independent predictors.20

Taken together, we conclude that isoosmolar media represents the lowest risk for CN. An additional benefit is that isoosmolar media, on the basis of diminished osmotic load, is less likely to precipitate extracellular fluid volume overload, which is particularly germane for patients with CRI, who have diminished capacity to excrete solute loads. Therefore, we recommend using isoosmolar media, particularly in patients at high risk for CN, such as those with CRI, especially due to diabetic nephropathy.

Oral N‐Acetylcysteine

Based primarily upon in vitro evidence, N‐acetylcysteine (NAC) may theoretically prevent CN by direct antioxidant and vasodilatory effects. However, in vivo, NAC is rapidly metabolized and inactivated by the liver. Therefore, it has been postulated that the mechanism of action may be indirect, and the cysteine metabolite of NAC may stimulate glutathione synthesis, which then inhibits cellular oxidation.21

The first clinical trial to address the prophylactic role of NAC in CN was an RCT of 83 patients with CRI (mean serum creatinine [Cr] = 2.4) undergoing CT scans, who were randomized to NAC plus 0.45% NaCl vs. placebo and 0.9% NaCl.22 The NAC dose was 600 mg orally twice daily for 2 doses before and 2 doses after the procedure. Intravenous fluids were started 12 hours before and stopped 12 hours after the procedure and infused at a rate of 1 ml/kg/hour. CN definition was rise in serum creatinine by >0.5 mg/dL at 48 hours. The results were statistically significant, with a relative risk of CN = 0.1 (95%CI, 0.020.9) in subjects treated with NAC.

There have been many subsequent reports that have evaluated NAC in small numbers of patients with mild to moderate CRI. In general, results from these trials have been inconsistent, which has led to several meta‐analyses to delineate NAC efficacy in CN prevention. The most recent and largest meta‐analysis included 26 NAC RCTs, and revealed a statistically significant benefit from NAC (relative risk [RR] = 0.62; 95%CI, 0.440.88).23 Twelve other meta‐analyses, which incorporated fewer studies, have been published,2435 and 7 of the 12 reported a benefit from NAC.25, 27, 29, 30, 32, 34, 35

Although meta‐analysis is considered the most accepted strategy to define conclusions from multiple trials, conflicting results between NAC meta‐analyses highlight the possibility that this approach may still not provide resolution to clinical questions, especially when inclusion criteria differ between meta‐analyses. Therefore, as discussed by Bagshaw et al.,36 meta‐analyses are not always a panacea, and should be avoided if the trials to be included exhibit significant statistical or clinical heterogeneity, as is the case with studies involving NAC prophylaxis of CN. Finally, because meta‐analyses require pooling of data from published studies, which tend to be positive, the possibility of publication bias exists.

In summary, conclusions from trials to assess efficacy of oral NAC in the prevention of CN have been inconsistent, though there has been a general trend toward benefit. Factors contributing to inconsistent results include variable definitions of CN, degree of CRI and diabetes in the cohort, amount and type of contrast used, NAC dosing and intravenous hydration protocols. As a result, a large multicenter RCT would certainly be helpful. However, the size of such trial might be cost‐prohibitive, and unlikely to be underwritten by the pharmaceutical industry because the patent for NAC has expired.36

Intravenous NAC

In addition to the vast literature on oral NAC for CN prophylaxis, there are now studies that have also evaluated efficacy of intravenous NAC. In one of the largest double‐blind RCTs,37 487 patients (mean baseline serum creatinine = 1.6 mg/dL) were randomized to NAC 500 mg intravenously vs. placebo before cardiac catheterization. Both groups received the same hydration protocols. The study was stopped when an interim analysis determined that there was no advantage to NAC (CN incidence, which was defined as a decrease in creatinine clearance by >5 mL/minute at days 1 to 8 postprocedure, was 23.3% vs. 20.7% in the placebo group).

The RAPPID study examined higher intravenous NAC doses in 80 patients undergoing cardiac catheterization.38 Subjects in this study were randomized to either NAC (150 mg/kg in 500 mL 0.9% NaCl before procedure and then 50 mg/kg in 500 mL 0.9% NaCl over 4 hours after procedure) or 0.9% NaCl 12 hours before and 12 hours after procedure. Despite the relatively small study size, intravenous NAC demonstrated a significant benefit in the prevention of CN (RR = 0.28; P = 0.045) defined as rise in serum creatinine by >25% at 2 or 4 days postexposure. Hypersensitivity‐like reactions were observed in 14.5% of patients receiving intravenous NAC, but symptoms were easily recognized and managed.38

A recent study of 354 patients undergoing primary angioplasty evaluated the combination of intravenous and oral NAC in different doses.39 Patients were randomized to 3 groups: (1) NAC 600 mg intravenously once before procedure and then 600 mg orally twice daily for 48 hours; (2) NAC 1200 mg intravenously once before procedure and then 1200 mg orally twice daily for 48 hours; or (3) placebo. The primary outcome was increase in Cr by >25% and secondary outcomes were in‐hospital death and a composite score that included death and need for renal replacement therapy. Results were significantly in favor of the 1200‐mg NAC regimen across all outcomes (P = <0.001, 0.02, and 0.002, respectively). It should be emphasized that this study was restricted to patients undergoing primary angioplasty, which is an emergent procedure. As a result, implementation of this protocol would necessarily require rapid administration of intravenous NAC prior to the procedure, which might even require maintenance of NAC stocks within the catheterization laboratory.

Because there is a trend toward benefit from oral NAC and the benefit from intravenous NAC in trials from limited settings, and both NAC formulations are inexpensive and safe, we recommend that NAC should be included in CN prophylaxis protocols.

Extracellular Fluid Volume Expansion

Since publication of work by Solomon et al.,40 which demonstrated a benefit of intravenous hydration with 0.45% NaCl in the prevention of CN in a group of CKD patients, it has been considered standard practice to prescribe intravenous fluid regimens for CN prophylaxis in high‐risk subjects. In the largest study to test the effect of different hydration protocols for CN prevention, Mueller et al.41 randomized 1620 patients with normal baseline serum creatinine to intravenous 0.9 % NaCl vs. 0.45% NaCl. The definition of CN was rise in serum creatinine by >0.5 mg/dL at 48 hours and the incidence was 0.7% for the 0.9% NaCl group and 2% for the 0.45% NaCl group (P = 0.04).

More recently, several trials have examined the relative efficacy of intravenous NaCl vs. NaHCO3 for CN prophylaxis. In the first NaHCO3 RCT, Merten et al.42 compared 0.9% NaHCO3 to 0.9% NaCl infusion in a population with a mean serum creatinine of 1.8 mg/dL. Both groups received 3 mL/kg intravenous bolus over 1 hour before the radiographic procedure followed by 1 mL/kg/hour for 6 hours. Urine pH was measured to confirm alkalinization of urine in the NaHCO3‐treated patients and the primary end point was increase in serum creatinine by >25% within 48 hours. The study was terminated early (after enrollment of 119 patients) when the interim analysis showed CN incidence was 1.7% in the NaHCO3 group vs. 13.6% in the NaCl group (P = 0.02).

These results were corroborated in the recent REMEDIAL trial,43 which enrolled 326 patients with serum creatinine >2 mg/dL, who were randomized to 1 of 3 arms. One group received intravenous saline (0.9% NaCl for 12 hours before and 12 hours after the procedure) and oral NAC; a second group received intravenous NaHCO3 (3 mL/kg intravenous bolus over 1 hour before the radiographic procedure followed by 1 mL/kg/hour for 6 hours) and oral NAC; and a third group received intravenous 0.9% NaCl plus oral NAC and ascorbic acid. Patients had similar baseline characteristics and the primary end point was an increase in serum creatinine by >25% within 48 hours. The best results were observed in the NaHCO3 plus NAC group; 1.9% developed CN in this group vs. 9.9% in the NaCl plus NAC group vs. 10.3% in the NaCl plus NAC plus ascorbic acid group (P = 0.019). Three additional prospective but smaller studies also showed the superiority of NaHCO3.4446

In contrast to studies supporting a role for prophylactic NaHCO3, a recent RCT showed no superiority of NaHCO3 infusion regimens.47 In this trial, 352 patients undergoing coronary angiography were randomized to receive either NaHCO3 or 0.9% NaCl. Both solutions were administered at rates of 3 mL/kg for 1 hour before the procedure and 1.5 mL/kg/hour for 4 hours postprocedure. The primary endpoint (>25% decrease in estimated GFR during the first 4 days after contrast exposure) was met in 13.3% of NaHCO3 group vs. 14.6% of the 0.9% NaCl group (P = 0.82). Moreover, there were no differences in the rates of secondary outcomes, which included death, dialysis, and cardiovascular and cerebrovascular events.

Results from a very recent retrospective cohort study of 7977 patients demonstrated that NaHCO3 infusion was associated with increased risk of CN compared to no treatment (odds ratio [OR] = 3.1; P < 0.001), whereas NAC alone or in combination with NaHCO3 was associated with no significant difference in the incidence of CN.48 However, multiple weaknesses associated with the retrospective study design, such as inclusion of few patients at high CN risk, and acceptance of serum creatinine values within 7 days before and after the contrast procedure, which likely captures causes of acute kidney injury other than CN, preclude abandonment of NaHCO3 prophylaxis for CN solely on the basis of this study.

In an effort to resolve the conflicting NaHCO3 prophylaxis literature, a meta‐analysis was recently conducted.49 This study encompassed 1307 patients enrolled in 7 RCTs that examined outcomes for NaHCO3 vs. saline prevention of CN. The main finding was a significant benefit of NaHCO3 for protection against CN (RR = 0.37; P = 0.005). No benefit of NaHCO3 infusion could be shown for postprocedure renal replacement therapy or death.

Therefore, based upon the results of multiple prospective trials, the recent meta‐analysis, the relative safety of NaHCO3 infusion with appropriate monitoring, and a plausible biological mechanism whereby bicarbonate may have antioxidant properties and scavenge oxygen‐derived free radicals, which have been implicated in CN pathogenesis,50 we advocate a prophylactic regimen employing NaHCO3 for patients at high risk for CN.

Renal Replacement Therapies

Two studies have been conducted by the same group (Marenzi et al.51, 52) to examine efficacy of continuous hemofiltration (CVVH) in preventing CN (hemofiltration clears solute by convection, and involves administration of a HCO3‐rich replacement solution, whereas hemodialysis clears solute by both diffusion and convection, and there is routinely no replacement fluid). In the first study,51 114 patients with baseline serum creatinine greater than 2 mg/dL undergoing coronary angiography were randomized to hemofiltration vs. 0.9% NaCl infusion. Isovolemic hemofiltration was implemented for 4 to 6 hours before and 18 to 24 hours after the radiographic procedure. The primary endpoint was increase in creatinine by >25% within 72 hours. CN incidence was 5% in the hemofiltration group vs. 50% in the 0.9% NaCl group (P < 0.001). The secondary outcomes including in‐hospital mortality, 1‐year mortality and temporary renal replacement were also superior in the hemofiltration group. In the second study, the same investigators compared 2 different hemofiltration protocols, using the same definition of CN.52 Patients with baseline creatinine clearance <30 mL/minute (n = 92) were randomized to 0.9% NaCl infusion, postprocedure isovolemic hemofiltration only, or preprocedure plus postprocedure hemofiltration (same protocol as previous study). The incidence of CN was significantly lower in the preprocedure plus postprocedure hemofiltration group (3% vs. 26% in the postprocedure hemofiltration group vs. 40% in the 0.9% NaCl without hemofiltration group; P = 0.0001). The preprocedure plus postprocedure hemofiltration group also had reductions in in‐hospital mortality and temporary renal replacement therapy rates.

Although the mechanism of hemofiltration prevention of CN is unknown, it is certainly not enhanced clearance of contrast material, inasmuch as hemofiltration was discontinued during the angiography procedure in all protocols, and radiocontrast was therefore not cleared by hemofiltration until the process was reinstituted. Furthermore, the second study indicates that the major benefit was derived from the preprocedure hemofiltration component. Contributing factors might be control of extracellular pH and redox potential with bicarbonate replacement fluid during hemofiltration. Important confounding issues to consider are that patients receiving hemofiltration were in controlled, monitored settings and thus received more intensive care than the hydration group, and that serum creatinine, the major outcome parameter, is cleared by hemofiltration. Before hemofiltration can be recommended as routine prophylactic therapy for CN, the data will need to be corroborated by other groups, preferably involving larger numbers of study subjects and including cost‐benefit analyses.

Multiple small studies have examined the possibility that dialysis immediately following radiocontrast exposure could prevent CN, presumably by accelerating radiocontrast clearance. Most of these reports were negative, including a well‐designed meta‐analysis of RCTs, which showed no benefit of hemodialysis.53 Of note, one report suggested that hemodialysis might be potentially harmful.54 The single prospective trial that showed benefit from prophylactic hemodialysis analyzed 82 patients with advanced CRI (baseline creatinine clearance 13 mL/minute) referred for coronary angiography55 These subjects were randomly assigned to intravenous 0.9% NaCl and hemodialysis vs. intravenous 0.9% NaCl alone. Subsequent renal replacement therapy was required in 35% of control patients and in only 2% in the prophylactic dialysis group. One potential limitation of this study is that the investigators were more cognizant of volume status in the hemodialysis group to avoid fluid shifts and volume depletion during dialysis, while the control group appeared to experience no comparable intravascular volume management. Moreover, this study was conducted in patients with extremely advanced renal insufficiency, and therefore does not reflect the vast majority of patients at risk for CN.

Conclusions

CN is associated with increased morbidity and mortality, and efforts to minimize CN are therefore warranted. However, the overwhelming majority of CN trials were designed to investigate the effects of prophylaxis strategies on surrogate endpoints for estimates of GFR. Therefore, conclusions regarding the effect of these regimens on definitive outcomes, such as death and vascular events, cannot be drawn. On balance, there is evidence that oral and intravenous NAC, as well as extracellular volume expansion with intravenous NaHCO3 are effective measures to prevent CN, whereas the data for renal replacement therapies are more equivocal. We emphasize though, that the literature on this topic is vast, and includes a large number of conflicting studies, including multiple meta‐analyses. As a result, we refrain from being too dogmatic about the best approach, and therefore cautiously offer the following recommendations for prevention of CN.

The first step is to identify high‐risk patients, who are most likely to benefit from prophylaxis (Table 1). Although risk stratification was not the focus of this review, Mehran et al.56 have developed a scoring system to quantitatively predict CN risk, with weighted parameters including CRI, diabetes, radiocontrast volume, age, hypotension, congestive heart failure, treatment with an intraaortic balloon pump, and anemia. For low‐risk patients, hydration with saline is probably adequate. For high‐risk patients, it would be prudent to initially consider whether sufficient information could be obtained from an alternative, noncontrasted radiologic procedure. If not, it would behoove the prescribing physician to then treat modifiable risk factors, as well as to discontinue potentially nephrotoxic medications.

In high‐risk patients undergoing radiocontrast procedures, we recommend using NAC and volume expansion with NaHCO3 (Table 2). Although the evidence for this combined approach is limited,43 we believe it is biologically consistent, since the rationale for both strategies is primarily modification of redox state and inhibition of oxygen free radical generation. Because NAC formulations are generally effective, safe and inexpensive ($0.04 for 600 mg oral NAC and $24 for 1200 mg intravenous NAC at our hospital), we recommend the protocol used by Marenzi et al.,39 NAC 1200 mg intravenously once before procedure and then 1200 mg orally twice daily for 48 hours, as prophylaxis for all contrast procedures in high‐risk patients. However, we recognize that this regimen would require formal evaluation in procedures other than emergent coronary artery angioplasty before it could be enthusiastically endorsed. Therefore, if intravenous NAC is not available and/or the procedure is not emergent, NAC 6001200 mg orally twice a day, 2 doses before and 2 doses after the procedure would be a rational alternative. For the NaHCO3 infusion, we recommend 3 mL/kg for 1 hour before the procedure, followed by 1 mL/kg/hour for 6 hours after.

Contrast Nephropathy Prevention Strategy in High‐Risk Patients
  • Abbreviations: CN, contrast nephropathy; CVVH, continuous venovenous hemofiltration.

Minimize radiocontrast dose.
Isoosmolar radiocontrast media preferred.
Intravenous NaHCO3 at 3 mL/kg/hour for 1 hour prior to radiocontrast exposure, then 1 mL/kg/hour for 6 hours after.
Intravenous N‐acetylcysteine 1200 mg before procedure, then 1200 mg orally twice daily for a total of 4 doses.
If intravenous N‐acetylcysteine is not available, then N‐acetylcysteine 6001200 mg orally for 2 doses before and 2 doses after procedure.
If already undergoing acute dialysis with catheter vascular access, consider CVVH 6 hours before and for 24 hours after procedure.

Hemofiltration is labor‐intensive, expensive, and not readily available in all hospitals that renders it difficult to endorse as a definitive or routine CN prophylaxis modality. However, if a patient is already undergoing acute dialysis with catheter vascular access, it would be reasonable to consider CVVH 6 hours before and for 24 hours after the procedure (Table 2).

For high‐risk patients, we recommend minimizing the radiocontrast dose (reviewed in Ref.57). Although the dose has not consistently been identified as a risk factor (Table 1), we envision no harm in reducing the dose, particularly if adequate information can be obtained by other means, eg, coronary angiogram accompanied by an echocardiogram, rather than a ventriculogram. We would also consider the use of isoosmolar media in high‐risk patients, since the data are relatively compelling.20 Low doses of isoosmolar media should be particularly beneficial to patients with preexisting hypertension or congestive heart failure, for which the osmotic load and excess extracellular volume expansion might be deleterious. However, because isoosmolar media is expensive, a detailed cost‐benefit analysis would be required before definitive recommendations could be made, especially for patients at lower risk for CN. Finally, because of the complex literature, as well as budgetary issues, we encourage communication between the physician ordering the contrast study and the operator (radiologist or cardiologist) concerning the type of procedure and contrast media to be used.

References
  1. Bartels ED, Brun GC, Gammeltoft A, Gjorup PA.Acute anuria following intravenous pyelography in a patient with myelomatosis.Acta Med Scand.1954;150(4):297302.
  2. Persson PD.Editorial: Contrast medium‐induced nephropathy.Nephrol Dial Transplant.2005;20(suppl 1):i1.
  3. Katzberg RW, Haller C.Contrast‐induced nephrotoxicity: clinical landscape.Kidney Int Suppl.2006;(100):S3S7.
  4. Coresh J, Selvin E, Stevens LA, et al.Prevalence of chronic kidney disease in the United States.JAMA.2007;298(17):20382047.
  5. Rigalleau V, Lasseur C, Perlemoine C, et al.Estimation of glomerular filtration rate in diabetic subjects: Cockcroft formula or modification of Diet in Renal Disease study equation?Diabetes Care.2005;28(4):838843.
  6. Newhouse JH, Kho D, Rao Q A, Starren J.Frequency of serum creatinine changes in the absence of iodinated contrast material: implications for studies of contrast nephrotoxicity.AJR Am J Roentgenol.2008;191(2):376382.
  7. Rihal CS, Textor SC, Grill DE, et al.Incidence and prognostic importance of acute renal failure after percutaneous coronary intervention.Circulation.2002;105(19):22592264.
  8. McCullough PA, Wolyn R, Rocher LL, Levin RN, O'Neill WW.Acute renal failure after coronary intervention: incidence, risk factors, and relationship to mortality.Am J Med.1997;103(5):368375.
  9. Levy EM, Viscoli CM, Horwitz RI.The effect of acute renal failure on mortality. A cohort analysis.JAMA.1996;275(19):14891494.
  10. Gruberg L, Mintz GS, Mehran R, et al.The prognostic implications of further renal function deterioration within 48 h of interventional coronary procedures in patients with pre‐existent chronic renal insufficiency.J Am Coll Cardiol.2000;36(5):15421548.
  11. Dangas G, Iakovou I, Nikolsky E, et al.Contrast‐induced nephropathy after percutaneous coronary interventions in relation to chronic kidney disease and hemodynamic variables.Am J Cardiol.2005;95(1):1319.
  12. Heyman SN, Rosen S, Rosenberger C, et al.Renal parenchymal hypoxia, hypoxia adaptation, and the pathogenesis of radiocontrast nephropathy.Clin J Am Soc Nephrol.2008;3(1):288296.
  13. Rudnick MR, Goldfarb S, Wexler L, et al.Nephrotoxicity of ionic and nonionic contrast media in 1196 patients: a randomized trial. The Iohexol Cooperative Study.Kidney Int.1995;47(1):254261.
  14. Lautin EM, Freeman NJ, Schoenfeld AH, et al.Radiocontrast‐associated renal dysfunction: a comparison of lower‐osmolality and conventional high‐osmolality contrast media.AJR Am J Roentgenol.1991;157(1):5965.
  15. Jo SH, Youn TJ, Koo BK, et al.,Renal toxicity evaluation and comparison between visipaque (iodixanol) and hexabrix (ioxaglate) in patients with renal insufficiency undergoing coronary angiography: the RECOVER study: a randomized controlled trial.J Am Coll Cardiol.2006;48(5):924930.
  16. Aspelin P, Aubry P, Fransson SG, et al.Nephrotoxic effects in high‐risk patients undergoing angiography.N Engl J Med.2003;348(6):491499.
  17. Nguyen SA, Suranyi P, Ravenel JG, et al.Iso‐osmolality vs. low‐osmolality iodinated contrast medium at intravenous contrast‐enhanced CT: effect on kidney function.Radiology.2008;248(1):97105.
  18. Carraro M, Malalan F, Antonione R, et al.Effects of a dimeric vs a monomeric nonionic contrast medium on renal function in patients with mild to moderate renal insufficiency: a double‐blind, randomized clinical trial.Eur Radiol.1998;8(1):144147.
  19. Jakobsen JA, Berg KJ, Kjaersgaard P.Angiography with nonionic X‐ray contrast media in severe chronic renal failure: renal function and contrast retention.Nephron.1996;73(4):549556.
  20. McCullough PA, Bertrand ME, Brinker JA, Stacul F.A meta‐analysis of the renal safety of isoosmolar iodixanol compared with low‐osmolar contrast media.J Am Coll Cardiol.2006;48(4):692699.
  21. Fishbane S.N‐acetylcysteine in the prevention of contrast‐induced nephropathy.Clin J Am Soc Nephrol.2008;3(1):281287.
  22. Tepel M, van der Giet M, Schwarzfeld C, Laufer U, Liermann D, Zidek W.Prevention of radiographic‐contrast‐agent‐induced reductions in renal function by acetylcysteine.N Engl J Med.2000;343(3):180184.
  23. Kelly AM, Dwamena B, Cronin P, Bernstein SJ, Carlos RC.Meta‐analysis: effectiveness of drugs for preventing contrast‐induced nephropathy.Ann Intern Med.2008;148(4):284294.
  24. Nallamothu BK, Shojania KG, Saint S, et al.Is acetylcysteine effective in preventing contrast‐related nephropathy? A meta‐analysis.Am J Med.2004;117(12):938947.
  25. Birck R, Krzossok S, Markowetz F, Schnulle P, van der Woude FJ, Braun C.Acetylcysteine for prevention of contrast nephropathy: meta‐analysis.Lancet.2003;362(9384):598603.
  26. Pannu N, Manns B, Lee H, Tonelli M.Systematic review of the impact of N‐acetylcysteine on contrast nephropathy.Kidney Int.2004;65(4):13661374.
  27. Liu R, Nair D, Ix J, Moore DH, Bent S.N‐acetylcysteine for the prevention of contrast‐induced nephropathy. A systematic review and meta‐analysis.J Gen Intern Med.2005;20(2):193200.
  28. Zagler A, Azadpour M, Mercado C, Hennekens CH.N‐acetylcysteine and contrast‐induced nephropathy: a meta‐analysis of 13 randomized trials.Am Heart J.2006;151(1):140145.
  29. Isenbarger DW, Kent SM, O'Malley PG.Meta‐analysis of randomized clinical trials on the usefulness of acetylcysteine for prevention of contrast nephropathy.Am J Cardiol.2003;92(12):14541458.
  30. Alonso A, Lau J, Jaber BL, Weintraub A, Sarnak MJ.Prevention of radiocontrast nephropathy with N‐acetylcysteine in patients with chronic kidney disease: a meta‐analysis of randomized, controlled trials.Am J Kidney Dis.2004;43(1):19.
  31. Kshirsagar AV, Poole C, Mottl A, et al.N‐acetylcysteine for the prevention of radiocontrast induced nephropathy: a meta‐analysis of prospective controlled trials.J Am Soc Nephrol.2004;15(3):761769.
  32. Guru V, Fremes SE.The role of N‐acetylcysteine in preventing radiographic contrast‐induced nephropathy.Clin Nephrol.2004;62(2):7783.
  33. Bagshaw SM, Ghali WA.Acetylcysteine for prevention of contrast‐induced nephropathy after intravascular angiography: a systematic review and meta‐analysis.BMC Med.2004;2:38.
  34. Misra D, Leibowitz K, Gowda RM, Shapiro M, Khan IA.Role of N‐acetylcysteine in prevention of contrast‐induced nephropathy after cardiovascular procedures: a meta‐analysis.Clin Cardiol.2004;27(11):607610.
  35. Duong MH, MacKenzie TA, Malenka DJ.N‐acetylcysteine prophylaxis significantly reduces the risk of radiocontrast‐induced nephropathy: comprehensive meta‐analysis.Catheter Cardiovasc Interv.2005;64(4):471479.
  36. Bagshaw SM, McAlister FA, Manns BJ, Ghali WA.Acetylcysteine in the prevention of contrast‐induced nephropathy: a case study of the pitfalls in the evolution of evidence.Arch Intern Med.2006;166(2):161166.
  37. Webb JG, Pate GE, Humphries KH, et al.A randomized controlled trial of intravenous N‐acetylcysteine for the prevention of contrast‐induced nephropathy after cardiac catheterization: lack of effect.Am Heart J.2004;148(3):422429.
  38. Baker CS, Wragg A, Kumar S, De Palma R, Baker LR, Knight CJ.A rapid protocol for the prevention of contrast‐induced renal dysfunction: the RAPPID study.J Am Coll Cardiol.2003;41(12):21142118.
  39. Marenzi G, Assanelli E, Marana I, et al.N‐acetylcysteine and contrast‐induced nephropathy in primary angioplasty.N Engl J Med.2006;354(26):27732782.
  40. Solomon R, Werner C, Mann D, D'Elia J, Silva P.Effects of saline, mannitol, and furosemide to prevent acute decreases in renal function induced by radiocontrast agents.N Engl J Med.1994;331(21):14161420.
  41. Mueller C, Buerkle G, Buettner HJ.Prevention of contrast media‐associated nephropathy: randomized comparison of 2 hydration regimens in 1620 patients undergoing coronary angioplasty.Arch Intern Med.2002;162(3):329336.
  42. Merten GJ, Burgess WP, Gray LV, et al.Prevention of contrast‐induced nephropathy with sodium bicarbonate: a randomized controlled trial.JAMA.2004;291(19):23282334.
  43. Briguori C, Airoldi F, D'Andrea D, et al.Renal insufficiency following contrast media administration trial (REMEDIAL): a randomized comparison of 3 preventive strategies.Circulation.2007;115(10):12111217.
  44. Ozcan EE, Guneri S, Akdeniz B, et al.Sodium bicarbonate, N‐acetylcysteine, and saline for prevention of radiocontrast‐induced nephropathy. A comparison of 3 regimens for protecting contrast‐induced nephropathy in patients undergoing coronary procedures. A single‐center prospective controlled trial.Am Heart J.2007;154(3):539544.
  45. Recio‐Mayoral A, Chaparro M, Prado B, et al.The reno‐protective effect of hydration with sodium bicarbonate plus N‐acetylcysteine in patients undergoing emergency percutaneous coronary intervention: the RENO Study.J Am Coll Cardiol.2007;49(12):12831288.
  46. Masuda M, Yamada T, Mine T, et al.Comparison of usefulness of sodium bicarbonate vs. sodium chloride to prevent contrast‐induced nephropathy in patients undergoing an emergent coronary procedure.Am J Cardiol.2007;100(5):781786.
  47. Brar SS, Shen AY, Jorgensen MB, et al.Sodium bicarbonate vs sodium chloride for the prevention of contrast medium‐induced nephropathy in patients undergoing coronary angiography: a randomized trial.JAMA.2008;300(9):10381046.
  48. From AM, Bartholmai BJ, Williams AW, Cha SS, Pflueger A, McDonald FS.Sodium bicarbonate is associated with an increased incidence of contrast nephropathy: a retrospective cohort study of 7977 patients at Mayo clinic.Clin J Am Soc Nephrol.2008;3(1):1018.
  49. Hogan SE, L'Allier P, Chetcuti S, et al.Current role of sodium bicarbonate‐based preprocedural hydration for the prevention of contrast‐induced acute kidney injury: a meta‐analysis.Am Heart J.2008;156(3):414421.
  50. Atkins JL.Effect of sodium bicarbonate preloading on ischemic renal failure.Nephron.1986;44(1):7074.
  51. Marenzi G, Marana I, Lauri G, et al.The prevention of radiocontrast‐agent‐induced nephropathy by hemofiltration.N Engl J Med.2003;349(14):13331340.
  52. Marenzi G, Lauri G, Campodonico J, et al.Comparison of two hemofiltration protocols for prevention of contrast‐induced nephropathy in high‐risk patients.Am J Med.2006;119(2):155162.
  53. Cruz DN, Perazella MA, Bellomo R, et al.Extracorporeal blood purification therapies for prevention of radiocontrast‐induced nephropathy: a systematic review.Am J Kidney Dis.2006;48(3):361371.
  54. Vogt B, Ferrari P, Schonholzer C, et al.Prophylactic hemodialysis after radiocontrast media in patients with renal insufficiency is potentially harmful.Am J Med.2001;111(9):692698.
  55. Lee PT, Chou KJ, Liu CP, et al.Renal protection for coronary angiography in advanced renal failure patients by prophylactic hemodialysis. A randomized controlled trial.J Am Coll Cardiol.2007;50(11):10151020.
  56. Mehran R, Aymong ED, Nikolsky E, et al.A simple risk score for prediction of contrast‐induced nephropathy after percutaneous coronary intervention: development and initial validation.J Am Coll Cardiol.2004;44(7):13931399.
  57. McCullough PA.Contrast‐induced acute kidney injury.J Am Coll Cardiol.2008;51(15):14191428.
References
  1. Bartels ED, Brun GC, Gammeltoft A, Gjorup PA.Acute anuria following intravenous pyelography in a patient with myelomatosis.Acta Med Scand.1954;150(4):297302.
  2. Persson PD.Editorial: Contrast medium‐induced nephropathy.Nephrol Dial Transplant.2005;20(suppl 1):i1.
  3. Katzberg RW, Haller C.Contrast‐induced nephrotoxicity: clinical landscape.Kidney Int Suppl.2006;(100):S3S7.
  4. Coresh J, Selvin E, Stevens LA, et al.Prevalence of chronic kidney disease in the United States.JAMA.2007;298(17):20382047.
  5. Rigalleau V, Lasseur C, Perlemoine C, et al.Estimation of glomerular filtration rate in diabetic subjects: Cockcroft formula or modification of Diet in Renal Disease study equation?Diabetes Care.2005;28(4):838843.
  6. Newhouse JH, Kho D, Rao Q A, Starren J.Frequency of serum creatinine changes in the absence of iodinated contrast material: implications for studies of contrast nephrotoxicity.AJR Am J Roentgenol.2008;191(2):376382.
  7. Rihal CS, Textor SC, Grill DE, et al.Incidence and prognostic importance of acute renal failure after percutaneous coronary intervention.Circulation.2002;105(19):22592264.
  8. McCullough PA, Wolyn R, Rocher LL, Levin RN, O'Neill WW.Acute renal failure after coronary intervention: incidence, risk factors, and relationship to mortality.Am J Med.1997;103(5):368375.
  9. Levy EM, Viscoli CM, Horwitz RI.The effect of acute renal failure on mortality. A cohort analysis.JAMA.1996;275(19):14891494.
  10. Gruberg L, Mintz GS, Mehran R, et al.The prognostic implications of further renal function deterioration within 48 h of interventional coronary procedures in patients with pre‐existent chronic renal insufficiency.J Am Coll Cardiol.2000;36(5):15421548.
  11. Dangas G, Iakovou I, Nikolsky E, et al.Contrast‐induced nephropathy after percutaneous coronary interventions in relation to chronic kidney disease and hemodynamic variables.Am J Cardiol.2005;95(1):1319.
  12. Heyman SN, Rosen S, Rosenberger C, et al.Renal parenchymal hypoxia, hypoxia adaptation, and the pathogenesis of radiocontrast nephropathy.Clin J Am Soc Nephrol.2008;3(1):288296.
  13. Rudnick MR, Goldfarb S, Wexler L, et al.Nephrotoxicity of ionic and nonionic contrast media in 1196 patients: a randomized trial. The Iohexol Cooperative Study.Kidney Int.1995;47(1):254261.
  14. Lautin EM, Freeman NJ, Schoenfeld AH, et al.Radiocontrast‐associated renal dysfunction: a comparison of lower‐osmolality and conventional high‐osmolality contrast media.AJR Am J Roentgenol.1991;157(1):5965.
  15. Jo SH, Youn TJ, Koo BK, et al.,Renal toxicity evaluation and comparison between visipaque (iodixanol) and hexabrix (ioxaglate) in patients with renal insufficiency undergoing coronary angiography: the RECOVER study: a randomized controlled trial.J Am Coll Cardiol.2006;48(5):924930.
  16. Aspelin P, Aubry P, Fransson SG, et al.Nephrotoxic effects in high‐risk patients undergoing angiography.N Engl J Med.2003;348(6):491499.
  17. Nguyen SA, Suranyi P, Ravenel JG, et al.Iso‐osmolality vs. low‐osmolality iodinated contrast medium at intravenous contrast‐enhanced CT: effect on kidney function.Radiology.2008;248(1):97105.
  18. Carraro M, Malalan F, Antonione R, et al.Effects of a dimeric vs a monomeric nonionic contrast medium on renal function in patients with mild to moderate renal insufficiency: a double‐blind, randomized clinical trial.Eur Radiol.1998;8(1):144147.
  19. Jakobsen JA, Berg KJ, Kjaersgaard P.Angiography with nonionic X‐ray contrast media in severe chronic renal failure: renal function and contrast retention.Nephron.1996;73(4):549556.
  20. McCullough PA, Bertrand ME, Brinker JA, Stacul F.A meta‐analysis of the renal safety of isoosmolar iodixanol compared with low‐osmolar contrast media.J Am Coll Cardiol.2006;48(4):692699.
  21. Fishbane S.N‐acetylcysteine in the prevention of contrast‐induced nephropathy.Clin J Am Soc Nephrol.2008;3(1):281287.
  22. Tepel M, van der Giet M, Schwarzfeld C, Laufer U, Liermann D, Zidek W.Prevention of radiographic‐contrast‐agent‐induced reductions in renal function by acetylcysteine.N Engl J Med.2000;343(3):180184.
  23. Kelly AM, Dwamena B, Cronin P, Bernstein SJ, Carlos RC.Meta‐analysis: effectiveness of drugs for preventing contrast‐induced nephropathy.Ann Intern Med.2008;148(4):284294.
  24. Nallamothu BK, Shojania KG, Saint S, et al.Is acetylcysteine effective in preventing contrast‐related nephropathy? A meta‐analysis.Am J Med.2004;117(12):938947.
  25. Birck R, Krzossok S, Markowetz F, Schnulle P, van der Woude FJ, Braun C.Acetylcysteine for prevention of contrast nephropathy: meta‐analysis.Lancet.2003;362(9384):598603.
  26. Pannu N, Manns B, Lee H, Tonelli M.Systematic review of the impact of N‐acetylcysteine on contrast nephropathy.Kidney Int.2004;65(4):13661374.
  27. Liu R, Nair D, Ix J, Moore DH, Bent S.N‐acetylcysteine for the prevention of contrast‐induced nephropathy. A systematic review and meta‐analysis.J Gen Intern Med.2005;20(2):193200.
  28. Zagler A, Azadpour M, Mercado C, Hennekens CH.N‐acetylcysteine and contrast‐induced nephropathy: a meta‐analysis of 13 randomized trials.Am Heart J.2006;151(1):140145.
  29. Isenbarger DW, Kent SM, O'Malley PG.Meta‐analysis of randomized clinical trials on the usefulness of acetylcysteine for prevention of contrast nephropathy.Am J Cardiol.2003;92(12):14541458.
  30. Alonso A, Lau J, Jaber BL, Weintraub A, Sarnak MJ.Prevention of radiocontrast nephropathy with N‐acetylcysteine in patients with chronic kidney disease: a meta‐analysis of randomized, controlled trials.Am J Kidney Dis.2004;43(1):19.
  31. Kshirsagar AV, Poole C, Mottl A, et al.N‐acetylcysteine for the prevention of radiocontrast induced nephropathy: a meta‐analysis of prospective controlled trials.J Am Soc Nephrol.2004;15(3):761769.
  32. Guru V, Fremes SE.The role of N‐acetylcysteine in preventing radiographic contrast‐induced nephropathy.Clin Nephrol.2004;62(2):7783.
  33. Bagshaw SM, Ghali WA.Acetylcysteine for prevention of contrast‐induced nephropathy after intravascular angiography: a systematic review and meta‐analysis.BMC Med.2004;2:38.
  34. Misra D, Leibowitz K, Gowda RM, Shapiro M, Khan IA.Role of N‐acetylcysteine in prevention of contrast‐induced nephropathy after cardiovascular procedures: a meta‐analysis.Clin Cardiol.2004;27(11):607610.
  35. Duong MH, MacKenzie TA, Malenka DJ.N‐acetylcysteine prophylaxis significantly reduces the risk of radiocontrast‐induced nephropathy: comprehensive meta‐analysis.Catheter Cardiovasc Interv.2005;64(4):471479.
  36. Bagshaw SM, McAlister FA, Manns BJ, Ghali WA.Acetylcysteine in the prevention of contrast‐induced nephropathy: a case study of the pitfalls in the evolution of evidence.Arch Intern Med.2006;166(2):161166.
  37. Webb JG, Pate GE, Humphries KH, et al.A randomized controlled trial of intravenous N‐acetylcysteine for the prevention of contrast‐induced nephropathy after cardiac catheterization: lack of effect.Am Heart J.2004;148(3):422429.
  38. Baker CS, Wragg A, Kumar S, De Palma R, Baker LR, Knight CJ.A rapid protocol for the prevention of contrast‐induced renal dysfunction: the RAPPID study.J Am Coll Cardiol.2003;41(12):21142118.
  39. Marenzi G, Assanelli E, Marana I, et al.N‐acetylcysteine and contrast‐induced nephropathy in primary angioplasty.N Engl J Med.2006;354(26):27732782.
  40. Solomon R, Werner C, Mann D, D'Elia J, Silva P.Effects of saline, mannitol, and furosemide to prevent acute decreases in renal function induced by radiocontrast agents.N Engl J Med.1994;331(21):14161420.
  41. Mueller C, Buerkle G, Buettner HJ.Prevention of contrast media‐associated nephropathy: randomized comparison of 2 hydration regimens in 1620 patients undergoing coronary angioplasty.Arch Intern Med.2002;162(3):329336.
  42. Merten GJ, Burgess WP, Gray LV, et al.Prevention of contrast‐induced nephropathy with sodium bicarbonate: a randomized controlled trial.JAMA.2004;291(19):23282334.
  43. Briguori C, Airoldi F, D'Andrea D, et al.Renal insufficiency following contrast media administration trial (REMEDIAL): a randomized comparison of 3 preventive strategies.Circulation.2007;115(10):12111217.
  44. Ozcan EE, Guneri S, Akdeniz B, et al.Sodium bicarbonate, N‐acetylcysteine, and saline for prevention of radiocontrast‐induced nephropathy. A comparison of 3 regimens for protecting contrast‐induced nephropathy in patients undergoing coronary procedures. A single‐center prospective controlled trial.Am Heart J.2007;154(3):539544.
  45. Recio‐Mayoral A, Chaparro M, Prado B, et al.The reno‐protective effect of hydration with sodium bicarbonate plus N‐acetylcysteine in patients undergoing emergency percutaneous coronary intervention: the RENO Study.J Am Coll Cardiol.2007;49(12):12831288.
  46. Masuda M, Yamada T, Mine T, et al.Comparison of usefulness of sodium bicarbonate vs. sodium chloride to prevent contrast‐induced nephropathy in patients undergoing an emergent coronary procedure.Am J Cardiol.2007;100(5):781786.
  47. Brar SS, Shen AY, Jorgensen MB, et al.Sodium bicarbonate vs sodium chloride for the prevention of contrast medium‐induced nephropathy in patients undergoing coronary angiography: a randomized trial.JAMA.2008;300(9):10381046.
  48. From AM, Bartholmai BJ, Williams AW, Cha SS, Pflueger A, McDonald FS.Sodium bicarbonate is associated with an increased incidence of contrast nephropathy: a retrospective cohort study of 7977 patients at Mayo clinic.Clin J Am Soc Nephrol.2008;3(1):1018.
  49. Hogan SE, L'Allier P, Chetcuti S, et al.Current role of sodium bicarbonate‐based preprocedural hydration for the prevention of contrast‐induced acute kidney injury: a meta‐analysis.Am Heart J.2008;156(3):414421.
  50. Atkins JL.Effect of sodium bicarbonate preloading on ischemic renal failure.Nephron.1986;44(1):7074.
  51. Marenzi G, Marana I, Lauri G, et al.The prevention of radiocontrast‐agent‐induced nephropathy by hemofiltration.N Engl J Med.2003;349(14):13331340.
  52. Marenzi G, Lauri G, Campodonico J, et al.Comparison of two hemofiltration protocols for prevention of contrast‐induced nephropathy in high‐risk patients.Am J Med.2006;119(2):155162.
  53. Cruz DN, Perazella MA, Bellomo R, et al.Extracorporeal blood purification therapies for prevention of radiocontrast‐induced nephropathy: a systematic review.Am J Kidney Dis.2006;48(3):361371.
  54. Vogt B, Ferrari P, Schonholzer C, et al.Prophylactic hemodialysis after radiocontrast media in patients with renal insufficiency is potentially harmful.Am J Med.2001;111(9):692698.
  55. Lee PT, Chou KJ, Liu CP, et al.Renal protection for coronary angiography in advanced renal failure patients by prophylactic hemodialysis. A randomized controlled trial.J Am Coll Cardiol.2007;50(11):10151020.
  56. Mehran R, Aymong ED, Nikolsky E, et al.A simple risk score for prediction of contrast‐induced nephropathy after percutaneous coronary intervention: development and initial validation.J Am Coll Cardiol.2004;44(7):13931399.
  57. McCullough PA.Contrast‐induced acute kidney injury.J Am Coll Cardiol.2008;51(15):14191428.
Issue
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Evidence‐based approach for prevention of radiocontrast‐induced nephropathy
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Evidence‐based approach for prevention of radiocontrast‐induced nephropathy
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acute kidney injury, N‐acetylcysteine, NaHCO, nephrotoxicity, radioiodinated contrast
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acute kidney injury, N‐acetylcysteine, NaHCO, nephrotoxicity, radioiodinated contrast
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BMI and Postoperative Complications

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Body mass index (BMI) and risk of noncardiac postoperative medical complications in elderly hip fracture patients: A population‐based study

Public health concerns such as the aging population1 and the increasing prevalence of obesity2 are also important issues to hospitals. However, little attention has been given to the interface of obesity and the elderly, largely due to the dearth of studies that include elderly patients. An aging population leads to an increase in geriatric syndromes, such as osteoporosis3 and its most devastating complication, hip fracture.4 These frail, hip‐fracture patients pose management challenges to practicing geriatricians and hospitalists.5,6 Furthermore, although fracture risk is inversely correlated to body mass index (BMI),7 this relationship has yet to be fully examined in the postoperative hip‐fracture population. In other surgical settings, there is disagreement as to whether underweight or obese patients are at higher risk of developing medical complications,8‐11 but for orthopedic patients, data have been limited to elective orthopedic populations.12‐14 We previously demonstrated that underweight hip‐fracture patients are at higher risk of postoperative cardiac complications at 1 year,15 consistent with studies of cardiac risk indices determining long‐term events. Because of different pathophysiologic mechanisms, the purpose of this study was to ascertain the influence of BMI on inpatient postoperative noncardiac medical complications and to assess predictors of such complications following urgent hip fracture repair.

Patients and Methods

All Olmsted County, Minnesota, residents undergoing urgent hip repair due to fracture were identified using the Rochester Epidemiology Project, a medical‐record linkage system funded by the Federal government since 1966 to support disease‐related epidemiology studies.16 All patient medical care is indexed, and both inpatient and outpatient visits are captured and available for review, allowing for complete case ascertainment. Medical care in Olmsted County is primarily provided by Mayo Clinic with its affiliated hospitals (St. Mary's and Rochester Methodist) and the Olmsted Medical Center, in addition to a few individual providers. Over 95% of all Olmsted County hip fracture surgeries are ultimately managed at St. Mary's Hospital.

Following approval by the Institutional Review Board we used this unique data resource to identify all residents with an International Classification of Diseases, 9th edition (ICD‐9) diagnosis code of 820 to 829 for hip fracture (n = 1310). Both sexes were included, and all patients included in the study provided research authorization for use of their medical records for research purposes.17 We excluded patients who were managed conservatively (n = 56), had a pathological fracture (n = 20), had multiple injuries (n = 19), were operated on >72 hours after fracture (n = 5), were aged <65 years (n = 2), or were admitted for reasons other than a fracture and experienced an in‐hospital fracture (n = 3). We subsequently excluded patients with missing information (n = 10). World Health Organization (WHO) criteria were used for classifying BMI: underweight (BMI < 18.5); normal (BMI = 18.5‐24.9); overweight (BMI = 25.0‐29.9); and obese (BMI 30.0).18

All data were abstracted using standardized collection forms by trained nurse abstractors blinded to the study hypothesis. Patients' admission height and weight were documented; if unavailable, the nearest data within 2 months prior to surgery were recorded. Patients' preadmission residence, functional status, baseline comorbidities, admission medications, discharge destination, as well as whether patients had an intensive care unit stay or any major surgeries in the past 90 days were abstracted. In addition, American Society of Anesthesia (ASA) class, type of anesthesia, and length of stay were also obtained. Inpatient complications that had been identified by the treating physicians and documented in the medical record or identified on imaging studies were assessed from the time of hip fracture repair to the time of discharge using standardized clinical criteria (Table 1). For criteria that were based on either objective findings or clinical documentation/suspicion, the patient was considered to meet the criteria of having a complication if they fulfilled either one. We did not include any cardiac outcomes, including congestive heart failure, angina, myocardial infarction, or arrhythmias that had been previously reported.15 Noncardiac complications were classified broadly: respiratory (respiratory failure, respiratory depression, or pulmonary hypoxemia); neurologic (any cerebral event including hemorrhagic or ischemic stroke, transient ischemic attack, or delirium); gastrointestinal (ileus or gastrointestinal bleeding); vascular (pulmonary embolus, or deep vein thrombosis); infectious (pneumonia, sepsis, urinary tract, wound, or cellulitis); renal/metabolic (acute renal failure, dehydration, or electrolyte abnormalities); or other (fractures or falls).

Definitions of Postoperative Noncardiac Complications
DefinitionSymptom
  • Abbreviations: PaCO2, pressure of carbon dioxide; SaO2, oxygen saturation.

Gastrointestinal 
IleusDilated loops of bowel on X‐ray; documented ileus with nausea, vomiting, no stool or inability to take oral intake
Gastrointestinal bleedingSudden appearance of frank blood on nasogastric lavage or by rectum AND a decrease in hemoglobin of 2 g/dL or greater with no other suspected source of ongoing blood loss
Infectious 
PneumoniaNew infiltrate on chest x‐ray plus 2 of the following 3 findings: temperature >38C, elevated white cell count, sputum pathogen that requires antibiotic treatment
Bacteremia/sepsisLocalized infection with positive blood culture for the same pathogen AND chills, rigors, fever, elevated white cell count AND intravenous antibiotic treatment
Urinary tract infectionPyuria symptoms
 Positive gram stain symptoms
Wound 
CellulitisAs documented in physician's note of a superficial skin infection
Neurologic 
Cerebral eventhypoxia, thrombosis or hemorrhageNew neurologic dysfunction (hemiplegia, hemianesthesia, hemianopia, aphasia, or unconsciousness) postoperatively
Transient ischemic attackAny neurologic dysfunction resolving within a 24‐hour period
DeliriumPositive Confusion Assessment Method38
Renal/metabolic 
Renal failureA doubling of baseline value of creatinine; serum creatinine >3.0 mg/dL; acute need for dialysis
DehydrationAs documented in the physician's note
Electrolyte abnormalitiesAny laboratory evidence of abnormal electrolytes compared to normal
Respiratory 
  
Respiratory failureNeed for intubation and ventilation >24 hours postoperatively; need for reintubation and ventilation after 1 hour postoperatively
Respiratory depressionRespiratory arrest; PaCO2 >60 mmHg that provider believed was associated with narcotics
Pulmonary hypoxemiaSaO2 <90% with or without supplemental oxygen; supplemental oxygen >24 hours
Vascular 
Deep vein thrombosisPositive lower extremity venous Doppler
Pulmonary embolismAcute onset dyspnea and tachycardia, increased central venous pressure AND (positive ventilation/perfusion scan OR positive computed tomography OR positive pulmonary angiogram)
Other 
FracturesAny in‐hospital documented fracture of any bone
FallsPatients descending to the ground from any position unintentionally

Continuous data are presented as means standard deviation and categorical data as counts and percentages. In testing for differences in patient demographics, past medical history, and baseline clinical data among BMI groups, Kruskal‐Wallis tests were performed for continuous variables and Fisher's Exact or Cochran‐Mantel‐Haenszel tests were used for discrete variables. Bonferroni adjustments were performed where appropriate. The primary outcome was the risk of any noncardiac medical complication during the postoperative hospitalization, based on patients with complications. Incidence rates were calculated for the overall group as well as for each BMI category. BMI was evaluated categorically according to the WHO criteria, as a continuous variable dichotomized as a BMI 18.5 kg/m2 to 24.9 kg/m2 (normal) vs. all others, and above/below 25.0 kg/m2. The effect of BMI and other potential risk factors on the complication rate was evaluated using logistic regression. The effect of BMI category on the overall complication rate was adjusted for the a priori risk factors of age, sex, surgical year, and ASA class both univariately (Model 1) and multivariately (Model 2). In addition to these variables, we also evaluated other potential risk factors, including baseline demographic and baseline clinical variables that were significant (P < 0.05) univariately using a stepwise selection; first forcing in BMI as a categorical variable (Model 3), then repeating the stepwise selection process without forcing in BMI (Model 4). Using data from Lawrence et al.,19 we estimated that we would have 80% power to detect differences in rates of inpatient noncardiac complications equal to an odds ratio (OR) = 2.2 (normal vs. underweight), OR = 2.0 (normal vs. overweight), and OR = 2.4 (normal vs. obese). Finally, because of power considerations, as an exploratory analysis, we additionally identified predictors of inpatient complications within each BMI category using stepwise selection. All statistical tests were 2‐sided, and P values <0.05 were considered significant. All analyses were performed using SAS for UNIX (version 9.1.3; SAS Institute, Inc., Cary, NC).

Results

Between 1988 and 2002, 1195 urgent repairs for hip fracture met our inclusion/exclusion criteria. We subsequently excluded 15 repairs with missing BMI data, and, of the 7 patients with >1 repair, we included only their first fracture episode in our analysis. Two were subsequently excluded due to an administrative error. Ultimately, 1180 hip fracture repairs were included in the analysis cohort. There were 184 (15.6%) patients in the underweight group, 640 (54.2%) with normal BMI, 251 (21.3%) with a BMI 25.0 to 29.9 kg/m2, and 105 (8.9%) with a BMI 30 kg/m2. Baseline characteristics are otherwise shown in Table 2. Normal BMI patients were significantly older than the other groups, and underweight patients were less likely to be admitted from home. Past history of having a cardiovascular risk factor or a cardiovascular diagnosis appeared to increase with increasing BMI. Underweight patients were more likely to have chronic obstructive pulmonary disease (COPD) than patients with normal BMI (P = 0.03) or overweight patients (P = 0.009), but not more than obese patients (P = 0.21). There were no differences across BMI groups in ASA class, type of anesthesia, intensive care unit stay, or length of stay.

Baseline Characteristics of 1180 Olmsted County, Minnestoa, Residents Undergoing Urgent Hip Fracture Repair, 1988‐2002, by Body Mass Index Classification
VariableUnderweight (<18.5 kg/m2) n = 184 n (%)Normal (18.5‐24.9 kg/m2) n = 640 n (%)Overweight (25‐29.9 kg/m2) n = 251 n (%)Obese (30 kg/m2) n = 105 n (%)P Value*
  • NOTE: Continuous variables are represented as mean standard deviations. Discrete variables are represented as number (%). Table adapted with permission from Batsis et al.15

  • Abbreviations: ACE, angiotensin converting enzyme inhibitor; ALC, assisted living center; ARB, angiotensin receptor blocker; ASA, American Society of Anesthesia; COPD, chronic obstructive pulmonary disease; SNF, skilled nursing facility.

  • P values are Kruskal‐Wallis tests for continuous variables and either Fisher Exact or Cochran‐Mantel‐Haenszel values for discrete variables.

  • There were 2 patients with missing data.

  • There was 1 patient with missing data.

  • There were 5 patients with missing data.

Age (years)84.8 8.085.0 7.283.1 7.380.7 7.4<0.001
Female sex171 (92.9)525 (82)177 (70.5)76 (72.4)<0.001
Preadmission residence     
ALC/SNF79 (42.9)250 (39.1)83 (33.1)36 (34.3)0.024
Home105 (57.1)390 (60.9)168 (66.9)69 (65.7) 
Functional status     
Dependent25 (13.6)80 (12.5)24 (9.6)7 (6.7)0.044
Walking independently159 (86.4)560 (87.5)226 (90.4)97 (93.3) 
History of     
Hypertension84 (45.7)374 (58.4)159 (63.3)70 (66.7)<0.001
Diabetes9 (4.9)71 (11.1)30 (12)30 (28.6)<0.001
Cerebrovascular disease40 (21.7)175 (27.3)77 (30.7)33 (31.4)0.028
Myocardial infarction44 (23.9)140 (21.9)61 (24.3)36 (34.3)0.106
Congestive heart failure48 (26.1)150 (23.4)76 (30.3)44 (41.9)0.003
Atrial fibrillation/flutter49 (26.6)118 (18.4)57 (22.7)26 (24.8)0.985
Chronic renal insufficiency11 (6)64 (10)34 (13.5)20 (19)<0.001
Dementia63 (34.2)233 (36.4)74 (29.5)26 (24.8)0.031
Obstructive sleep apnea2 (1.1)5 (0.8)5 (2.0)6 (5.7)0.005
COPD41 (22.3)100 (15.6)32 (12.7)17 (16.2)0.032
Asthma13 (7.1)47 (7.3)18 (7.2)12 (11.4)0.395
COPD or asthma49 (26.6)133 (20.8)45 (17.9)23 (21.9)0.093
Pulmonary embolism or deep vein thrombosis9 (4.9)21 (3.3)21 (8.4)17 (16.2)<0.001
Osteoporosis77 (41.8)253 (39.5)73 (29.1)31 (29.5)<0.001
Collagen vascular diseases10 (5.4)29 (4.5)9 (3.6)12 (11.4)0.34
Cancer61 (33.2)169 (26.4)75 (29.9)32 (30.5)0.88
Lymphoma2 (1.1)3 (0.5)2 (0.8)2 (1.9)0.25
Leukemia2 (1.1)3 (0.5)1 (0.4)1 (1) 
Major surgery within 90 days3 (1.6)10 (1.6)8 (3.2)3 (2.9)0.366
ASA class     
I or II19 (10.4)93 (14.5)46 (18.3)12 (11.4)0.144
III, IV, or V164 (89.6)547 (85.5)205 (81.7)93 (88.6) 
Type of anesthesia     
General134 (72.8)477 (74.5)192 (76.5)84 (80) 
Other (spinal, epidural, local, combination)50 (27.2)163 (25.5)59 (23.5)21 (20)0.16
Admission medications     
Insulin2 (1.1)18 (2.8)11 (4.4)17 (16.2)<0.001
Aspirin50 (27.2)197 (30.8)82 (32.7)37 (35.2)0.126
Beta‐blockers18 (9.8)90 (14.1)50 (19.9)25 (23.8)<0.001
ACE/ARB32 (17.4)95 (14.8)55 (21.9)28 (26.7)0.009
Calcium‐channel blocker26 (14.1)104 (16.3)39 (15.5)21 (20)0.38
Intensive care unit stay63 (34.2)154 (24.1)61 (24.3)30 (28.6)0.16
Length of stay, days10.3 (9.7)9.7 (6.8)10.2 (7.6)11.1 (8.6)0.10
Discharge destination     
Home20 (10.9)65 (10.2)43 (17.1)19 (18.1) 
ALC/nursing home146 (79.8)547 (85.5)199 (79.3)83 (79)<0.001
In‐hospital death17 (9.3)28 (4.4)9 (3.6)3 (2.9) 

There were 77 (41.8%) postoperative inpatient noncardiac complications in the underweight group, 234 (36.6%) in the normal BMI group, 90 (35.9%) in the overweight group, and 42 (40.0%) in the obese group (P = 0.49). Figure 1 demonstrates the main subcategory complication rates by BMI group, and Table 3 outlines the univariate unadjusted complication rates. Other than gastrointestinal complications being more prevalent as BMI increases (P = 0.005), there were no significant differences in crude complication rates across BMI categories (all P > 0.05) for the other complication subcategories. A multiple comparisons analysis did not demonstrate any differences between normal and any of the other BMI categories for ileus. Normal BMI patients were more likely to be discharged to a nursing facility than overweight or obese patients (85.5% vs. 79.3%, P = 0.03; and 85.5% vs. 79.0%, P = 0.03, respectively). The proportion of in‐hospital deaths among underweight patients was significantly higher than in any of the other groups (9.3% vs. 4.4%; P = 0.01), but mean length of stay was not significantly different.

Figure 1
Rate of inpatient noncardiac complications. Rate of noncardiac complications by BMI category. Unadjusted proportions of the number of patients in each category having a given complication are represented in the data table below the figure (as defined in Patients and Methods).
Univariate Unadjusted Inpatient Noncardiac Complication Rates Among 1,180 Olmsted County, Minnesota, Residents Undergoing Urgent Hip Fracture Repair, 1988‐2002
 Overall Cohort n (%)Underweight (<18.5 kg/m2) n = 184 n (%)Normal (18.5‐24.9 kg/m2) n = 640 n (%)Overweight (25‐29.9 kg/m2) n = 251 n (%)Obese (30 kg/m2) n = 105 n (%)P Value
  • NOTE: All values are represented as count (proportion) for categorical variables; counts are the number of cases that fulfilled the criteria for a given inpatient complication. P values represent a Fisher Exact or Cochran‐Mantel‐Haenszel; P < 0.05 is significant.

Gastrointestinal      
Ileus38 (3.2)1 (0.5)21 (3.3)12 (4.8)4 (3.8)0.03
Gastrointestinal bleeding21 (1.8)1 (0.5)11 (1.7)6 (2.4)3 (2.9)0.35
Infectious      
Pneumonia69 (5.8)12 (6.5)39 (6.1)14 (5.6)4 (3.8)0.51
Bacteremia/sepsis8 (0.7)1 (0.5)2 (0.3)5 (2.0)0 (0)0.06
Urinary tract infection84 (7.1)12 (6.5)47 (7.3)15 (6)10 (9.5)0.78
Wound      
Cellulitis      
Neurological      
Cerebral event‐hypoxia, thrombosis or hemorrhage15 (1.3)1 (0.5)6 (0.9)6 (2.4)2 (1.9)0.21
Transient ischemic attack      
Delirium199 (16.9)40 (21.7)106 (16.6)36 (14.3)17 (16.2)0.08
Renal/metabolic      
Renal failure19 (1.6)3 (1.6)9 (1.4)5 (2.0)2 (1.9)0.82
Dehydration      
Electrolyte abnormalities      
Respiratory      
Respiratory failure53 (4.5)10 (5.4)23 (3.6)15 (6.0)5 (4.8)0.61
Respiratory depression23 (1.9)3 (1.6)11 (1.7)8 (3.2)1 (1.0)0.50
Pulmonary hypoxemia157 (13.3)33 (17.9)78 (12.2)34 (13.5)12 (11.4)0.22
Vascular      
Deep vein thrombosis5 (0.4)0 (0)2 (0.3)3 (1.2)0 (0)0.24
Pulmonary embolism16 (1.4)3 (1.6)7 (1.1)5 (2.0)1 (1.0)0.65
Other      
Fractures6 (0.5)1 (0.5)5 (0.8)0 (0)0 (0)0.57
Falls      

Significant univariate predictors of the composite outcome of any noncardiac complication included: age (OR, 1.04 95% confidence interval [CI>], 1.02‐1.06; P < 0.001), age 75 years (OR, 2.25; 95% CI, 1.52‐3.33; P < 0.001), age 85 years (OR, 1.49; 95% CI, 1.17‐1.89; P < 0.001), male sex (OR, 1.41; 95% CI, 1.05‐1.90; P = 0.02), admission from home (OR, 0.77; 95% CI, 0.61‐0.98; P = 0.03), a history of cerebrovascular disease (OR, 1.41; 95% CI, 1.08‐1.83; P = 0.01), myocardial infarction (OR, 1.41; 95% CI, 1.07‐1.86; P = 0.02), angina (OR, 1.32; 95% CI, 1.03‐1.69; P = 0.03), congestive heart failure (OR, 1.45; 95% CI, 1.11‐1.89; P = 0.006), dementia (OR, 1.39; 95% CI, 1.08‐1.78; P = 0.01), peripheral vascular disease (OR, 1.47; 95% CI, 1.06‐2.03; P = 0.02), COPD/asthma (OR, 1.56; 95% CI, 1.18‐2.08; P = 0.002), osteoarthritis (OR, 1.29; 95% CI, 1.01‐1.65; P = 0.04), code status as Do Not Resuscitate (OR, 0.74; 95% CI, 0.58‐0.94; P = 0.015), or ASA class III‐V (OR, 2.24; 95% CI, 1.53‐3.29; P < 0.001). Results were no different after using the Charlson comorbidity index in place of ASA class (data not shown). No significant differences in overall noncardiac complications were observed when examining BMI as a continuous variable, as a categorical variable, as 25 kg/m2 vs. <25 kg/m2, or as 18.5 kg/m2 to 24.9 kg/m2 vs. all others. Examining renal, respiratory, peripheral vascular, or neurologic complications univariately within these aforementioned strata also did not demonstrate any significant differences among BMI categories (data not shown).

Multivariable analyses (Models 1‐4) are shown for any overall noncardiac inpatient medical complication in Table 4. BMI was not a significant predictor in any of our models, specifically in our main model that examined the effect of BMI adjusting for a priori variables (Model 2). However, older age, male sex, and ASA class were highly significant predictors of complications in all four models; however, surgical year was nonsignificant. Notably, after stepwise selection for other demographic and premorbid variables, a history of COPD or asthma was found to be an additional significant factor both in Model 3 (forcing BMI in the model) and Model 4 (without BMI in the model). Exploratory analysis of individual predictors of inpatient noncardiac complications within each BMI category demonstrated that, in underweight patients, admission use of ‐blockers was a significant predictor of having any medical complication (OR, 3.1; 95% CI, 1.1‐8.60; P = 0.03). In normal BMI patients, age 75 years (OR, 2.6; 95% CI, 1.4‐4.9; P = 0.003), ASA class III‐V (OR, 2.3; 95% CI, 1.3‐3.9; P = 0.003), and a history of cerebrovascular disease (OR, 1.5; 95%CI, 1.04‐2.1; P = 0.03) were predictors; and, in obese patients, only age (OR, 1.1; 95% CI, 1.00‐1.12; P = 0.05) was significant. There were no significant predictors of having a medical complication in the overweight group.

Multivariable Analysis for Inpatient Medical Complications Among 1,180 Olmsted County, Minnesota, Residents Undergoing Urgent Hip Fracture Repair, 1988‐2002
 Underweight <18.5 kg/m2 n = 184* n (%)Normal 18.5‐24.9 kg/m2 n = 640* n (%)Overweight 25‐29.9 kg/m2 n = 251* n (%)Obese 30 kg/m2 n = 105* n (%)AgeMale SexSurgical YearASA Score, III‐V vs. I/IICOPD/ Asthma
  • NOTE: Each row represents a separate multivariable logistic regression analysis. All values are listed as hazard ratios (95% confidence intervals).

  • Abbreviations: ASA, American Society of Anesthesia; BMI, body mass index; COPD, chronic obstructive pulmonary disease.

  • The number of observed number of fractures in this category.

  • Model 1: Effect of BMI category (underweight, normal, overweight, and obese) on overall noncardiac inpatient complication rate adjusted, a priori individually, for age, sex, surgical year, and ASA score univariately.

  • P < 0.05.

  • Model 2: Effect of BMI category (underweight, normal, overweight, and obese) on overall noncardiac inpatient complication rate, after adjusting for age, sex, surgical year, and ASA class.

  • Model 3: Model evaluating other potential risk factors, including baseline demographic and baseline clinical variables that were significant (P < 0.05) univariately using stepwise selection. Model includes BMI as a categorical variable (underweight, normal, overweight, and obese), adjusted for age, sex, surgical year, and ASA class.

  • Model 4: Model evaluating other potential risk factors, including baseline demographic and baseline clinical variables that were significant (P < 0.05) univariately using stepwise selection. Model 3 is similar to this, but does not force BMI in.

Model 1a1.25 (0.89‐1.74)Referent0.97 (0.72‐1.31)1.16 (0.76‐1.76)     
Model 1b1.26 (0.90‐1.77)Referent1.05 (0.77‐1.43)1.38 (0.90‐2.13)1.04 (1.02‐1.06)    
Model 1c1.30 (0.93‐1.83)Referent0.93 (0.68‐1.26)1.12 (0.73‐1.71) 1.47 (1.09‐1.98)   
Model 1d1.28 (0.91‐1.79)Referent0.97 (0.71‐1.31)1.13 (0.74‐1.73)  1.03 (1.00‐1.06)  
Model 1e1.23 (0.88‐1.72)Referent1.00 (0.73‐1.36)1.13 (0.74‐1.73)   2.22 (1.52‐3.24) 
Model 21.33 (0.95‐1.88)Referent1.01 (0.74‐1.38)1.28 (0.82‐1.98)1.04 (1.02‐1.06)1.59 (1.17‐2.17)1.02 (0.99‐1.05)1.89 (1.28‐2.79) 
Model 31.30 (0.92‐1.84)Referent1.04 (0.76‐1.42)1.30 (0.84‐2.02)1.05 (1.03‐1.06)1.52 (1.11‐2.07)1.02 (0.99‐1.05)1.77 (1.20‐2.62)1.58 (1.17‐2.12)
Model 4    1.05 (1.03‐1.06)1.49 (1.10‐2.02) 1.84 (1.25‐2.71)1.58 (1.18‐2.12)

Discussion

Most research describing the association of BMI with postoperative outcomes has concentrated on cardiac surgery, general surgical procedures, and intensive care unit utilization.8‐11,20 In the orthopedic literature, an elevated BMI has been associated with a higher number of short‐term complications, but this was limited to elective knee arthroplasty and spine surgery populations.12,13,21 Conversely, no differences were observed in obese patients undergoing hip arthroplasties.14,22 To the best of our knowledge, this study may be the first to examine the impact of BMI on inpatient hospital outcomes following urgent hip fracture repair. Our results suggest the risk of developing a noncardiac medical complication is the same regardless of BMI.

Our overall complication rate was higher (38%) than previous reports by others.19,23‐26 Thus, Lawrence et al.,19 in their retrospective study of 20 facilities, demonstrated an overall complication rate of 17%, even though they also included postoperative cardiac complications. Although their study period overlapped our own (1982‐1993), they additionally included patients aged 60 to 65 years, a population known to have fewer comorbidities and fewer postoperative complications than the elderly hip‐fracture patients studied here. In addition, their population may have been healthier at baseline, in that a higher proportion lived at home (73%) and a lower percentage were ASA class III‐V (71%) than our cohort. These differences in baseline characteristics may explain the higher complication rates observed in our study.

Our findings did not suggest any relationship of BMI with noncardiac postoperative medical complications in any of the 4 methods we used to stratify BMI (continuous, categorical, normal vs. abnormal, and 25 kg/m2). Evidence is contradictory as to what the effect of BMI has on postoperative complications. An elevated BMI (30 kg/m2) has been shown to lead to increased sternal wound infection and saphenous vein harvest infection in a cardiac surgery population,27 but other studies10,28,29 have demonstrated the opposite effect. Among 6336 patients undergoing elective general surgery procedures, the incidence of complications were similar by body mass.30 A matched study design that included urgent and emergent surgeries also did not find any appreciable increased perioperative risk in noncardiac surgery.28 Whether this may be due to the elective nature of the surgeries in these studies, hence leading to selection bias, is unknown.

In geriatric patients, multiple baseline comorbid conditions often are reflected in a higher ASA class, which increases the risk of significant perioperative complications. Our multivariate modeling showed that a high ASA class strongly predicts morbidity and mortality following hip fracture repair, in line with other studies.19,31,32 Although the Charlson comorbidity index could alternatively been used, we elected to adjust for ASA class as it is more commonly used and is simple to use. Interestingly, surgical year did not significantly predict any complication, which can suggest that practice changes play a minimal impact on patient outcomes. However, we caution that because the individual event rates, particularly vascular, were low, we were unable to fully determine whether changes in practice management, such as improved thromboprophylaxis, would impact event rates over time. Finally, other predictors such as older age33 and a concomitant history of either COPD or asthma,34 are well‐accepted predictors of inpatient complications. Our attempt to examine specific predictors of complications in each BMI category revealed differing results, making interpretations difficult. Because of power considerations, this was meant solely as an exploratory analysis, and larger cohorts are needed to further ascertain whether predictors are different in these groups. Such a study may in fact identify perioperative issues that allow practitioners caring for this population to modify these factors.

One of the major limitations in our study was our inability to adjust for individual complications using multivariable models, such as deep vein thrombosis or delirium, within each BMI stratum, because of statistical power issues. Such a study would require large numbers of individual complications or events to allow for appropriate adjustments. The authors acknowledge that such individual complication rates may vary dramatically. We were aware of this potential problem, and therefore a priori ascertained a composite outcome of any noncardiac medical complication. However, our results do provide preliminary information regarding the impact of BMI on noncardiac medical complications. Further studies would be needed, though, to fully determine the effect of BMI on the number of cases with each complication.

Obesity (or BMI) is a known cardiovascular risk factor, and our previous study's aim was to determine cardiovascular events in a comparable manner to the way risk indices, such as the Goldman, Lee, or the AHA preoperative algorithm function. The surgical literature often presents noncardiac complications separately, allowing us to directly compare our own data to other published studies. We used 2 separate approaches, focusing on the inpatient stay (ascertaining noncardiac complications) and 1‐year cardiac outcomes (cardiac complications), as these are mediated by different mechanisms and factors. Furthermore, the intent of both studies was to dispel any concerns that an elevated BMI would in fact lead to an increased number of complications. Whether cardiac complications, though, would impact noncardiac complications, or vice‐versa, is unknown, and would require further investigation.

Although we relied on well‐established definitions for body mass, they have often been challenged, as they may underestimate adiposity in the elderly population due to age‐related reductions in lean mass.35,36 Studies have demonstrated a poor correlation between percent body fat and BMI in the >65 year age group,37 which could impact our results and outcomes by misclassifying patients. Yet, as an anthropometric measurement, BMI is easily obtainable and its variables are routinely documented in patients' medical records, as compared to other anthropometric measurements. Other means of estimating adiposity, such as densitometry or computed tomography (CT) scanning, are impractical, expensive, and not used clinically but routinely in research settings. The lack of standardization in obtaining height and weight, despite nurse‐initiated protocols for bed calibration, may have introduced a degree of measurement bias. Furthermore, the extent of lean mass lost and volume status changes lead to further challenges of using BMI in hospital settings. Whether other anthropometric measurements, including hip circumference, waist circumference, or waist‐hip ratio, should be used in this group of patients requires further examination. However, despite its shortcomings in elderly patients, BMI is still deemed an appropriate surrogate for obesity.

Our main strength was the use of the Rochester Epidemiology Project medical record linkage system to ascertain all patient data. This focuses on patients from a single geographically‐defined community minimizing referral biases often observed in studies originating from a tertiary care referral center. Previous disease‐related epidemiology studies using the Olmsted County population have demonstrated excellent external validity to the U.S. white population.16 We relied on the medical documentation of the treating clinician for many diagnoses in our data abstraction. Although we attempted to use standardized definitions, clinicians may have inadvertently forgotten to document subjective signs or symptoms that would assist in the categorization of these complications. Hence, added inpatient complications may have been overlooked, suggesting that our results may slightly underestimate the true incidence in this population. Additionally, certain complications may overlap categories, such as pneumonia and infections. We agree with Lawrence et al.19 that long periods of time are necessary to accumulate data of this kind in an effort to describe complication rates epidemiologically.

Despite no difference in outcomes among BMI categories, our results have striking implications for the hospitalized patient. Thus, underweight elderly patients, often considered frail with minimal functional reserve, are at no higher risk for developing inpatient medical complications than patients with higher BMIs. This is contrary to our study focusing on cardiac complications, where underweight patients were at higher risk.15 Conversely, obese patients, who have been demonstrated to be at higher risk of medical complications (particularly pulmonary), had no greater risk than patients with normal BMI. To the practicing geriatrician and hospitalist, this information provides important prognostication regarding additional perioperative measures that need to be implemented in these different groups. Based on our results, BMI does not play a particular role in noncardiac medical complications, dispelling any myths of the added burden of excess weight on surgical outcomes in this population. From a hospital perspective, this may be important since additional testing or preventative management in these patients may lead to additional resource use. However, in‐hospital deaths were higher in underweight patients than in patients with a normal BMI. Although we were underpowered to detect any differences in mortality between groups and could therefore not adjust for additional variables, it is unknown whether cardiac or noncardiac complications may be a stronger predictor of death in the underweight patient population. Further studies would be needed to better ascertain this relationship.

Conclusions

In elderly patients undergoing urgent hip fracture repair, BMI does not appear to lead to an excess rate of inpatient noncardiac complications. Our results are the first to demonstrate that BMI has no impact on morbidity in this patient population. Further research on the influence of body composition on inpatient complications in this population is needed to accurately allow for appropriate perioperative prophylaxis. Whether BMI impacts specific complications or in‐patient mortality in this population still requires investigation.

Acknowledgements

The authors thank Donna K. Lawson, LPN, Kathy Wolfert, and Cherie Dolliver, for their assistance in data collection and management.

References
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Article PDF
Issue
Journal of Hospital Medicine - 4(8)
Page Number
E1-E9
Legacy Keywords
elderly, hip fractures, inpatient, medical complications, obesity, postoperative
Sections
Article PDF
Article PDF

Public health concerns such as the aging population1 and the increasing prevalence of obesity2 are also important issues to hospitals. However, little attention has been given to the interface of obesity and the elderly, largely due to the dearth of studies that include elderly patients. An aging population leads to an increase in geriatric syndromes, such as osteoporosis3 and its most devastating complication, hip fracture.4 These frail, hip‐fracture patients pose management challenges to practicing geriatricians and hospitalists.5,6 Furthermore, although fracture risk is inversely correlated to body mass index (BMI),7 this relationship has yet to be fully examined in the postoperative hip‐fracture population. In other surgical settings, there is disagreement as to whether underweight or obese patients are at higher risk of developing medical complications,8‐11 but for orthopedic patients, data have been limited to elective orthopedic populations.12‐14 We previously demonstrated that underweight hip‐fracture patients are at higher risk of postoperative cardiac complications at 1 year,15 consistent with studies of cardiac risk indices determining long‐term events. Because of different pathophysiologic mechanisms, the purpose of this study was to ascertain the influence of BMI on inpatient postoperative noncardiac medical complications and to assess predictors of such complications following urgent hip fracture repair.

Patients and Methods

All Olmsted County, Minnesota, residents undergoing urgent hip repair due to fracture were identified using the Rochester Epidemiology Project, a medical‐record linkage system funded by the Federal government since 1966 to support disease‐related epidemiology studies.16 All patient medical care is indexed, and both inpatient and outpatient visits are captured and available for review, allowing for complete case ascertainment. Medical care in Olmsted County is primarily provided by Mayo Clinic with its affiliated hospitals (St. Mary's and Rochester Methodist) and the Olmsted Medical Center, in addition to a few individual providers. Over 95% of all Olmsted County hip fracture surgeries are ultimately managed at St. Mary's Hospital.

Following approval by the Institutional Review Board we used this unique data resource to identify all residents with an International Classification of Diseases, 9th edition (ICD‐9) diagnosis code of 820 to 829 for hip fracture (n = 1310). Both sexes were included, and all patients included in the study provided research authorization for use of their medical records for research purposes.17 We excluded patients who were managed conservatively (n = 56), had a pathological fracture (n = 20), had multiple injuries (n = 19), were operated on >72 hours after fracture (n = 5), were aged <65 years (n = 2), or were admitted for reasons other than a fracture and experienced an in‐hospital fracture (n = 3). We subsequently excluded patients with missing information (n = 10). World Health Organization (WHO) criteria were used for classifying BMI: underweight (BMI < 18.5); normal (BMI = 18.5‐24.9); overweight (BMI = 25.0‐29.9); and obese (BMI 30.0).18

All data were abstracted using standardized collection forms by trained nurse abstractors blinded to the study hypothesis. Patients' admission height and weight were documented; if unavailable, the nearest data within 2 months prior to surgery were recorded. Patients' preadmission residence, functional status, baseline comorbidities, admission medications, discharge destination, as well as whether patients had an intensive care unit stay or any major surgeries in the past 90 days were abstracted. In addition, American Society of Anesthesia (ASA) class, type of anesthesia, and length of stay were also obtained. Inpatient complications that had been identified by the treating physicians and documented in the medical record or identified on imaging studies were assessed from the time of hip fracture repair to the time of discharge using standardized clinical criteria (Table 1). For criteria that were based on either objective findings or clinical documentation/suspicion, the patient was considered to meet the criteria of having a complication if they fulfilled either one. We did not include any cardiac outcomes, including congestive heart failure, angina, myocardial infarction, or arrhythmias that had been previously reported.15 Noncardiac complications were classified broadly: respiratory (respiratory failure, respiratory depression, or pulmonary hypoxemia); neurologic (any cerebral event including hemorrhagic or ischemic stroke, transient ischemic attack, or delirium); gastrointestinal (ileus or gastrointestinal bleeding); vascular (pulmonary embolus, or deep vein thrombosis); infectious (pneumonia, sepsis, urinary tract, wound, or cellulitis); renal/metabolic (acute renal failure, dehydration, or electrolyte abnormalities); or other (fractures or falls).

Definitions of Postoperative Noncardiac Complications
DefinitionSymptom
  • Abbreviations: PaCO2, pressure of carbon dioxide; SaO2, oxygen saturation.

Gastrointestinal 
IleusDilated loops of bowel on X‐ray; documented ileus with nausea, vomiting, no stool or inability to take oral intake
Gastrointestinal bleedingSudden appearance of frank blood on nasogastric lavage or by rectum AND a decrease in hemoglobin of 2 g/dL or greater with no other suspected source of ongoing blood loss
Infectious 
PneumoniaNew infiltrate on chest x‐ray plus 2 of the following 3 findings: temperature >38C, elevated white cell count, sputum pathogen that requires antibiotic treatment
Bacteremia/sepsisLocalized infection with positive blood culture for the same pathogen AND chills, rigors, fever, elevated white cell count AND intravenous antibiotic treatment
Urinary tract infectionPyuria symptoms
 Positive gram stain symptoms
Wound 
CellulitisAs documented in physician's note of a superficial skin infection
Neurologic 
Cerebral eventhypoxia, thrombosis or hemorrhageNew neurologic dysfunction (hemiplegia, hemianesthesia, hemianopia, aphasia, or unconsciousness) postoperatively
Transient ischemic attackAny neurologic dysfunction resolving within a 24‐hour period
DeliriumPositive Confusion Assessment Method38
Renal/metabolic 
Renal failureA doubling of baseline value of creatinine; serum creatinine >3.0 mg/dL; acute need for dialysis
DehydrationAs documented in the physician's note
Electrolyte abnormalitiesAny laboratory evidence of abnormal electrolytes compared to normal
Respiratory 
  
Respiratory failureNeed for intubation and ventilation >24 hours postoperatively; need for reintubation and ventilation after 1 hour postoperatively
Respiratory depressionRespiratory arrest; PaCO2 >60 mmHg that provider believed was associated with narcotics
Pulmonary hypoxemiaSaO2 <90% with or without supplemental oxygen; supplemental oxygen >24 hours
Vascular 
Deep vein thrombosisPositive lower extremity venous Doppler
Pulmonary embolismAcute onset dyspnea and tachycardia, increased central venous pressure AND (positive ventilation/perfusion scan OR positive computed tomography OR positive pulmonary angiogram)
Other 
FracturesAny in‐hospital documented fracture of any bone
FallsPatients descending to the ground from any position unintentionally

Continuous data are presented as means standard deviation and categorical data as counts and percentages. In testing for differences in patient demographics, past medical history, and baseline clinical data among BMI groups, Kruskal‐Wallis tests were performed for continuous variables and Fisher's Exact or Cochran‐Mantel‐Haenszel tests were used for discrete variables. Bonferroni adjustments were performed where appropriate. The primary outcome was the risk of any noncardiac medical complication during the postoperative hospitalization, based on patients with complications. Incidence rates were calculated for the overall group as well as for each BMI category. BMI was evaluated categorically according to the WHO criteria, as a continuous variable dichotomized as a BMI 18.5 kg/m2 to 24.9 kg/m2 (normal) vs. all others, and above/below 25.0 kg/m2. The effect of BMI and other potential risk factors on the complication rate was evaluated using logistic regression. The effect of BMI category on the overall complication rate was adjusted for the a priori risk factors of age, sex, surgical year, and ASA class both univariately (Model 1) and multivariately (Model 2). In addition to these variables, we also evaluated other potential risk factors, including baseline demographic and baseline clinical variables that were significant (P < 0.05) univariately using a stepwise selection; first forcing in BMI as a categorical variable (Model 3), then repeating the stepwise selection process without forcing in BMI (Model 4). Using data from Lawrence et al.,19 we estimated that we would have 80% power to detect differences in rates of inpatient noncardiac complications equal to an odds ratio (OR) = 2.2 (normal vs. underweight), OR = 2.0 (normal vs. overweight), and OR = 2.4 (normal vs. obese). Finally, because of power considerations, as an exploratory analysis, we additionally identified predictors of inpatient complications within each BMI category using stepwise selection. All statistical tests were 2‐sided, and P values <0.05 were considered significant. All analyses were performed using SAS for UNIX (version 9.1.3; SAS Institute, Inc., Cary, NC).

Results

Between 1988 and 2002, 1195 urgent repairs for hip fracture met our inclusion/exclusion criteria. We subsequently excluded 15 repairs with missing BMI data, and, of the 7 patients with >1 repair, we included only their first fracture episode in our analysis. Two were subsequently excluded due to an administrative error. Ultimately, 1180 hip fracture repairs were included in the analysis cohort. There were 184 (15.6%) patients in the underweight group, 640 (54.2%) with normal BMI, 251 (21.3%) with a BMI 25.0 to 29.9 kg/m2, and 105 (8.9%) with a BMI 30 kg/m2. Baseline characteristics are otherwise shown in Table 2. Normal BMI patients were significantly older than the other groups, and underweight patients were less likely to be admitted from home. Past history of having a cardiovascular risk factor or a cardiovascular diagnosis appeared to increase with increasing BMI. Underweight patients were more likely to have chronic obstructive pulmonary disease (COPD) than patients with normal BMI (P = 0.03) or overweight patients (P = 0.009), but not more than obese patients (P = 0.21). There were no differences across BMI groups in ASA class, type of anesthesia, intensive care unit stay, or length of stay.

Baseline Characteristics of 1180 Olmsted County, Minnestoa, Residents Undergoing Urgent Hip Fracture Repair, 1988‐2002, by Body Mass Index Classification
VariableUnderweight (<18.5 kg/m2) n = 184 n (%)Normal (18.5‐24.9 kg/m2) n = 640 n (%)Overweight (25‐29.9 kg/m2) n = 251 n (%)Obese (30 kg/m2) n = 105 n (%)P Value*
  • NOTE: Continuous variables are represented as mean standard deviations. Discrete variables are represented as number (%). Table adapted with permission from Batsis et al.15

  • Abbreviations: ACE, angiotensin converting enzyme inhibitor; ALC, assisted living center; ARB, angiotensin receptor blocker; ASA, American Society of Anesthesia; COPD, chronic obstructive pulmonary disease; SNF, skilled nursing facility.

  • P values are Kruskal‐Wallis tests for continuous variables and either Fisher Exact or Cochran‐Mantel‐Haenszel values for discrete variables.

  • There were 2 patients with missing data.

  • There was 1 patient with missing data.

  • There were 5 patients with missing data.

Age (years)84.8 8.085.0 7.283.1 7.380.7 7.4<0.001
Female sex171 (92.9)525 (82)177 (70.5)76 (72.4)<0.001
Preadmission residence     
ALC/SNF79 (42.9)250 (39.1)83 (33.1)36 (34.3)0.024
Home105 (57.1)390 (60.9)168 (66.9)69 (65.7) 
Functional status     
Dependent25 (13.6)80 (12.5)24 (9.6)7 (6.7)0.044
Walking independently159 (86.4)560 (87.5)226 (90.4)97 (93.3) 
History of     
Hypertension84 (45.7)374 (58.4)159 (63.3)70 (66.7)<0.001
Diabetes9 (4.9)71 (11.1)30 (12)30 (28.6)<0.001
Cerebrovascular disease40 (21.7)175 (27.3)77 (30.7)33 (31.4)0.028
Myocardial infarction44 (23.9)140 (21.9)61 (24.3)36 (34.3)0.106
Congestive heart failure48 (26.1)150 (23.4)76 (30.3)44 (41.9)0.003
Atrial fibrillation/flutter49 (26.6)118 (18.4)57 (22.7)26 (24.8)0.985
Chronic renal insufficiency11 (6)64 (10)34 (13.5)20 (19)<0.001
Dementia63 (34.2)233 (36.4)74 (29.5)26 (24.8)0.031
Obstructive sleep apnea2 (1.1)5 (0.8)5 (2.0)6 (5.7)0.005
COPD41 (22.3)100 (15.6)32 (12.7)17 (16.2)0.032
Asthma13 (7.1)47 (7.3)18 (7.2)12 (11.4)0.395
COPD or asthma49 (26.6)133 (20.8)45 (17.9)23 (21.9)0.093
Pulmonary embolism or deep vein thrombosis9 (4.9)21 (3.3)21 (8.4)17 (16.2)<0.001
Osteoporosis77 (41.8)253 (39.5)73 (29.1)31 (29.5)<0.001
Collagen vascular diseases10 (5.4)29 (4.5)9 (3.6)12 (11.4)0.34
Cancer61 (33.2)169 (26.4)75 (29.9)32 (30.5)0.88
Lymphoma2 (1.1)3 (0.5)2 (0.8)2 (1.9)0.25
Leukemia2 (1.1)3 (0.5)1 (0.4)1 (1) 
Major surgery within 90 days3 (1.6)10 (1.6)8 (3.2)3 (2.9)0.366
ASA class     
I or II19 (10.4)93 (14.5)46 (18.3)12 (11.4)0.144
III, IV, or V164 (89.6)547 (85.5)205 (81.7)93 (88.6) 
Type of anesthesia     
General134 (72.8)477 (74.5)192 (76.5)84 (80) 
Other (spinal, epidural, local, combination)50 (27.2)163 (25.5)59 (23.5)21 (20)0.16
Admission medications     
Insulin2 (1.1)18 (2.8)11 (4.4)17 (16.2)<0.001
Aspirin50 (27.2)197 (30.8)82 (32.7)37 (35.2)0.126
Beta‐blockers18 (9.8)90 (14.1)50 (19.9)25 (23.8)<0.001
ACE/ARB32 (17.4)95 (14.8)55 (21.9)28 (26.7)0.009
Calcium‐channel blocker26 (14.1)104 (16.3)39 (15.5)21 (20)0.38
Intensive care unit stay63 (34.2)154 (24.1)61 (24.3)30 (28.6)0.16
Length of stay, days10.3 (9.7)9.7 (6.8)10.2 (7.6)11.1 (8.6)0.10
Discharge destination     
Home20 (10.9)65 (10.2)43 (17.1)19 (18.1) 
ALC/nursing home146 (79.8)547 (85.5)199 (79.3)83 (79)<0.001
In‐hospital death17 (9.3)28 (4.4)9 (3.6)3 (2.9) 

There were 77 (41.8%) postoperative inpatient noncardiac complications in the underweight group, 234 (36.6%) in the normal BMI group, 90 (35.9%) in the overweight group, and 42 (40.0%) in the obese group (P = 0.49). Figure 1 demonstrates the main subcategory complication rates by BMI group, and Table 3 outlines the univariate unadjusted complication rates. Other than gastrointestinal complications being more prevalent as BMI increases (P = 0.005), there were no significant differences in crude complication rates across BMI categories (all P > 0.05) for the other complication subcategories. A multiple comparisons analysis did not demonstrate any differences between normal and any of the other BMI categories for ileus. Normal BMI patients were more likely to be discharged to a nursing facility than overweight or obese patients (85.5% vs. 79.3%, P = 0.03; and 85.5% vs. 79.0%, P = 0.03, respectively). The proportion of in‐hospital deaths among underweight patients was significantly higher than in any of the other groups (9.3% vs. 4.4%; P = 0.01), but mean length of stay was not significantly different.

Figure 1
Rate of inpatient noncardiac complications. Rate of noncardiac complications by BMI category. Unadjusted proportions of the number of patients in each category having a given complication are represented in the data table below the figure (as defined in Patients and Methods).
Univariate Unadjusted Inpatient Noncardiac Complication Rates Among 1,180 Olmsted County, Minnesota, Residents Undergoing Urgent Hip Fracture Repair, 1988‐2002
 Overall Cohort n (%)Underweight (<18.5 kg/m2) n = 184 n (%)Normal (18.5‐24.9 kg/m2) n = 640 n (%)Overweight (25‐29.9 kg/m2) n = 251 n (%)Obese (30 kg/m2) n = 105 n (%)P Value
  • NOTE: All values are represented as count (proportion) for categorical variables; counts are the number of cases that fulfilled the criteria for a given inpatient complication. P values represent a Fisher Exact or Cochran‐Mantel‐Haenszel; P < 0.05 is significant.

Gastrointestinal      
Ileus38 (3.2)1 (0.5)21 (3.3)12 (4.8)4 (3.8)0.03
Gastrointestinal bleeding21 (1.8)1 (0.5)11 (1.7)6 (2.4)3 (2.9)0.35
Infectious      
Pneumonia69 (5.8)12 (6.5)39 (6.1)14 (5.6)4 (3.8)0.51
Bacteremia/sepsis8 (0.7)1 (0.5)2 (0.3)5 (2.0)0 (0)0.06
Urinary tract infection84 (7.1)12 (6.5)47 (7.3)15 (6)10 (9.5)0.78
Wound      
Cellulitis      
Neurological      
Cerebral event‐hypoxia, thrombosis or hemorrhage15 (1.3)1 (0.5)6 (0.9)6 (2.4)2 (1.9)0.21
Transient ischemic attack      
Delirium199 (16.9)40 (21.7)106 (16.6)36 (14.3)17 (16.2)0.08
Renal/metabolic      
Renal failure19 (1.6)3 (1.6)9 (1.4)5 (2.0)2 (1.9)0.82
Dehydration      
Electrolyte abnormalities      
Respiratory      
Respiratory failure53 (4.5)10 (5.4)23 (3.6)15 (6.0)5 (4.8)0.61
Respiratory depression23 (1.9)3 (1.6)11 (1.7)8 (3.2)1 (1.0)0.50
Pulmonary hypoxemia157 (13.3)33 (17.9)78 (12.2)34 (13.5)12 (11.4)0.22
Vascular      
Deep vein thrombosis5 (0.4)0 (0)2 (0.3)3 (1.2)0 (0)0.24
Pulmonary embolism16 (1.4)3 (1.6)7 (1.1)5 (2.0)1 (1.0)0.65
Other      
Fractures6 (0.5)1 (0.5)5 (0.8)0 (0)0 (0)0.57
Falls      

Significant univariate predictors of the composite outcome of any noncardiac complication included: age (OR, 1.04 95% confidence interval [CI>], 1.02‐1.06; P < 0.001), age 75 years (OR, 2.25; 95% CI, 1.52‐3.33; P < 0.001), age 85 years (OR, 1.49; 95% CI, 1.17‐1.89; P < 0.001), male sex (OR, 1.41; 95% CI, 1.05‐1.90; P = 0.02), admission from home (OR, 0.77; 95% CI, 0.61‐0.98; P = 0.03), a history of cerebrovascular disease (OR, 1.41; 95% CI, 1.08‐1.83; P = 0.01), myocardial infarction (OR, 1.41; 95% CI, 1.07‐1.86; P = 0.02), angina (OR, 1.32; 95% CI, 1.03‐1.69; P = 0.03), congestive heart failure (OR, 1.45; 95% CI, 1.11‐1.89; P = 0.006), dementia (OR, 1.39; 95% CI, 1.08‐1.78; P = 0.01), peripheral vascular disease (OR, 1.47; 95% CI, 1.06‐2.03; P = 0.02), COPD/asthma (OR, 1.56; 95% CI, 1.18‐2.08; P = 0.002), osteoarthritis (OR, 1.29; 95% CI, 1.01‐1.65; P = 0.04), code status as Do Not Resuscitate (OR, 0.74; 95% CI, 0.58‐0.94; P = 0.015), or ASA class III‐V (OR, 2.24; 95% CI, 1.53‐3.29; P < 0.001). Results were no different after using the Charlson comorbidity index in place of ASA class (data not shown). No significant differences in overall noncardiac complications were observed when examining BMI as a continuous variable, as a categorical variable, as 25 kg/m2 vs. <25 kg/m2, or as 18.5 kg/m2 to 24.9 kg/m2 vs. all others. Examining renal, respiratory, peripheral vascular, or neurologic complications univariately within these aforementioned strata also did not demonstrate any significant differences among BMI categories (data not shown).

Multivariable analyses (Models 1‐4) are shown for any overall noncardiac inpatient medical complication in Table 4. BMI was not a significant predictor in any of our models, specifically in our main model that examined the effect of BMI adjusting for a priori variables (Model 2). However, older age, male sex, and ASA class were highly significant predictors of complications in all four models; however, surgical year was nonsignificant. Notably, after stepwise selection for other demographic and premorbid variables, a history of COPD or asthma was found to be an additional significant factor both in Model 3 (forcing BMI in the model) and Model 4 (without BMI in the model). Exploratory analysis of individual predictors of inpatient noncardiac complications within each BMI category demonstrated that, in underweight patients, admission use of ‐blockers was a significant predictor of having any medical complication (OR, 3.1; 95% CI, 1.1‐8.60; P = 0.03). In normal BMI patients, age 75 years (OR, 2.6; 95% CI, 1.4‐4.9; P = 0.003), ASA class III‐V (OR, 2.3; 95% CI, 1.3‐3.9; P = 0.003), and a history of cerebrovascular disease (OR, 1.5; 95%CI, 1.04‐2.1; P = 0.03) were predictors; and, in obese patients, only age (OR, 1.1; 95% CI, 1.00‐1.12; P = 0.05) was significant. There were no significant predictors of having a medical complication in the overweight group.

Multivariable Analysis for Inpatient Medical Complications Among 1,180 Olmsted County, Minnesota, Residents Undergoing Urgent Hip Fracture Repair, 1988‐2002
 Underweight <18.5 kg/m2 n = 184* n (%)Normal 18.5‐24.9 kg/m2 n = 640* n (%)Overweight 25‐29.9 kg/m2 n = 251* n (%)Obese 30 kg/m2 n = 105* n (%)AgeMale SexSurgical YearASA Score, III‐V vs. I/IICOPD/ Asthma
  • NOTE: Each row represents a separate multivariable logistic regression analysis. All values are listed as hazard ratios (95% confidence intervals).

  • Abbreviations: ASA, American Society of Anesthesia; BMI, body mass index; COPD, chronic obstructive pulmonary disease.

  • The number of observed number of fractures in this category.

  • Model 1: Effect of BMI category (underweight, normal, overweight, and obese) on overall noncardiac inpatient complication rate adjusted, a priori individually, for age, sex, surgical year, and ASA score univariately.

  • P < 0.05.

  • Model 2: Effect of BMI category (underweight, normal, overweight, and obese) on overall noncardiac inpatient complication rate, after adjusting for age, sex, surgical year, and ASA class.

  • Model 3: Model evaluating other potential risk factors, including baseline demographic and baseline clinical variables that were significant (P < 0.05) univariately using stepwise selection. Model includes BMI as a categorical variable (underweight, normal, overweight, and obese), adjusted for age, sex, surgical year, and ASA class.

  • Model 4: Model evaluating other potential risk factors, including baseline demographic and baseline clinical variables that were significant (P < 0.05) univariately using stepwise selection. Model 3 is similar to this, but does not force BMI in.

Model 1a1.25 (0.89‐1.74)Referent0.97 (0.72‐1.31)1.16 (0.76‐1.76)     
Model 1b1.26 (0.90‐1.77)Referent1.05 (0.77‐1.43)1.38 (0.90‐2.13)1.04 (1.02‐1.06)    
Model 1c1.30 (0.93‐1.83)Referent0.93 (0.68‐1.26)1.12 (0.73‐1.71) 1.47 (1.09‐1.98)   
Model 1d1.28 (0.91‐1.79)Referent0.97 (0.71‐1.31)1.13 (0.74‐1.73)  1.03 (1.00‐1.06)  
Model 1e1.23 (0.88‐1.72)Referent1.00 (0.73‐1.36)1.13 (0.74‐1.73)   2.22 (1.52‐3.24) 
Model 21.33 (0.95‐1.88)Referent1.01 (0.74‐1.38)1.28 (0.82‐1.98)1.04 (1.02‐1.06)1.59 (1.17‐2.17)1.02 (0.99‐1.05)1.89 (1.28‐2.79) 
Model 31.30 (0.92‐1.84)Referent1.04 (0.76‐1.42)1.30 (0.84‐2.02)1.05 (1.03‐1.06)1.52 (1.11‐2.07)1.02 (0.99‐1.05)1.77 (1.20‐2.62)1.58 (1.17‐2.12)
Model 4    1.05 (1.03‐1.06)1.49 (1.10‐2.02) 1.84 (1.25‐2.71)1.58 (1.18‐2.12)

Discussion

Most research describing the association of BMI with postoperative outcomes has concentrated on cardiac surgery, general surgical procedures, and intensive care unit utilization.8‐11,20 In the orthopedic literature, an elevated BMI has been associated with a higher number of short‐term complications, but this was limited to elective knee arthroplasty and spine surgery populations.12,13,21 Conversely, no differences were observed in obese patients undergoing hip arthroplasties.14,22 To the best of our knowledge, this study may be the first to examine the impact of BMI on inpatient hospital outcomes following urgent hip fracture repair. Our results suggest the risk of developing a noncardiac medical complication is the same regardless of BMI.

Our overall complication rate was higher (38%) than previous reports by others.19,23‐26 Thus, Lawrence et al.,19 in their retrospective study of 20 facilities, demonstrated an overall complication rate of 17%, even though they also included postoperative cardiac complications. Although their study period overlapped our own (1982‐1993), they additionally included patients aged 60 to 65 years, a population known to have fewer comorbidities and fewer postoperative complications than the elderly hip‐fracture patients studied here. In addition, their population may have been healthier at baseline, in that a higher proportion lived at home (73%) and a lower percentage were ASA class III‐V (71%) than our cohort. These differences in baseline characteristics may explain the higher complication rates observed in our study.

Our findings did not suggest any relationship of BMI with noncardiac postoperative medical complications in any of the 4 methods we used to stratify BMI (continuous, categorical, normal vs. abnormal, and 25 kg/m2). Evidence is contradictory as to what the effect of BMI has on postoperative complications. An elevated BMI (30 kg/m2) has been shown to lead to increased sternal wound infection and saphenous vein harvest infection in a cardiac surgery population,27 but other studies10,28,29 have demonstrated the opposite effect. Among 6336 patients undergoing elective general surgery procedures, the incidence of complications were similar by body mass.30 A matched study design that included urgent and emergent surgeries also did not find any appreciable increased perioperative risk in noncardiac surgery.28 Whether this may be due to the elective nature of the surgeries in these studies, hence leading to selection bias, is unknown.

In geriatric patients, multiple baseline comorbid conditions often are reflected in a higher ASA class, which increases the risk of significant perioperative complications. Our multivariate modeling showed that a high ASA class strongly predicts morbidity and mortality following hip fracture repair, in line with other studies.19,31,32 Although the Charlson comorbidity index could alternatively been used, we elected to adjust for ASA class as it is more commonly used and is simple to use. Interestingly, surgical year did not significantly predict any complication, which can suggest that practice changes play a minimal impact on patient outcomes. However, we caution that because the individual event rates, particularly vascular, were low, we were unable to fully determine whether changes in practice management, such as improved thromboprophylaxis, would impact event rates over time. Finally, other predictors such as older age33 and a concomitant history of either COPD or asthma,34 are well‐accepted predictors of inpatient complications. Our attempt to examine specific predictors of complications in each BMI category revealed differing results, making interpretations difficult. Because of power considerations, this was meant solely as an exploratory analysis, and larger cohorts are needed to further ascertain whether predictors are different in these groups. Such a study may in fact identify perioperative issues that allow practitioners caring for this population to modify these factors.

One of the major limitations in our study was our inability to adjust for individual complications using multivariable models, such as deep vein thrombosis or delirium, within each BMI stratum, because of statistical power issues. Such a study would require large numbers of individual complications or events to allow for appropriate adjustments. The authors acknowledge that such individual complication rates may vary dramatically. We were aware of this potential problem, and therefore a priori ascertained a composite outcome of any noncardiac medical complication. However, our results do provide preliminary information regarding the impact of BMI on noncardiac medical complications. Further studies would be needed, though, to fully determine the effect of BMI on the number of cases with each complication.

Obesity (or BMI) is a known cardiovascular risk factor, and our previous study's aim was to determine cardiovascular events in a comparable manner to the way risk indices, such as the Goldman, Lee, or the AHA preoperative algorithm function. The surgical literature often presents noncardiac complications separately, allowing us to directly compare our own data to other published studies. We used 2 separate approaches, focusing on the inpatient stay (ascertaining noncardiac complications) and 1‐year cardiac outcomes (cardiac complications), as these are mediated by different mechanisms and factors. Furthermore, the intent of both studies was to dispel any concerns that an elevated BMI would in fact lead to an increased number of complications. Whether cardiac complications, though, would impact noncardiac complications, or vice‐versa, is unknown, and would require further investigation.

Although we relied on well‐established definitions for body mass, they have often been challenged, as they may underestimate adiposity in the elderly population due to age‐related reductions in lean mass.35,36 Studies have demonstrated a poor correlation between percent body fat and BMI in the >65 year age group,37 which could impact our results and outcomes by misclassifying patients. Yet, as an anthropometric measurement, BMI is easily obtainable and its variables are routinely documented in patients' medical records, as compared to other anthropometric measurements. Other means of estimating adiposity, such as densitometry or computed tomography (CT) scanning, are impractical, expensive, and not used clinically but routinely in research settings. The lack of standardization in obtaining height and weight, despite nurse‐initiated protocols for bed calibration, may have introduced a degree of measurement bias. Furthermore, the extent of lean mass lost and volume status changes lead to further challenges of using BMI in hospital settings. Whether other anthropometric measurements, including hip circumference, waist circumference, or waist‐hip ratio, should be used in this group of patients requires further examination. However, despite its shortcomings in elderly patients, BMI is still deemed an appropriate surrogate for obesity.

Our main strength was the use of the Rochester Epidemiology Project medical record linkage system to ascertain all patient data. This focuses on patients from a single geographically‐defined community minimizing referral biases often observed in studies originating from a tertiary care referral center. Previous disease‐related epidemiology studies using the Olmsted County population have demonstrated excellent external validity to the U.S. white population.16 We relied on the medical documentation of the treating clinician for many diagnoses in our data abstraction. Although we attempted to use standardized definitions, clinicians may have inadvertently forgotten to document subjective signs or symptoms that would assist in the categorization of these complications. Hence, added inpatient complications may have been overlooked, suggesting that our results may slightly underestimate the true incidence in this population. Additionally, certain complications may overlap categories, such as pneumonia and infections. We agree with Lawrence et al.19 that long periods of time are necessary to accumulate data of this kind in an effort to describe complication rates epidemiologically.

Despite no difference in outcomes among BMI categories, our results have striking implications for the hospitalized patient. Thus, underweight elderly patients, often considered frail with minimal functional reserve, are at no higher risk for developing inpatient medical complications than patients with higher BMIs. This is contrary to our study focusing on cardiac complications, where underweight patients were at higher risk.15 Conversely, obese patients, who have been demonstrated to be at higher risk of medical complications (particularly pulmonary), had no greater risk than patients with normal BMI. To the practicing geriatrician and hospitalist, this information provides important prognostication regarding additional perioperative measures that need to be implemented in these different groups. Based on our results, BMI does not play a particular role in noncardiac medical complications, dispelling any myths of the added burden of excess weight on surgical outcomes in this population. From a hospital perspective, this may be important since additional testing or preventative management in these patients may lead to additional resource use. However, in‐hospital deaths were higher in underweight patients than in patients with a normal BMI. Although we were underpowered to detect any differences in mortality between groups and could therefore not adjust for additional variables, it is unknown whether cardiac or noncardiac complications may be a stronger predictor of death in the underweight patient population. Further studies would be needed to better ascertain this relationship.

Conclusions

In elderly patients undergoing urgent hip fracture repair, BMI does not appear to lead to an excess rate of inpatient noncardiac complications. Our results are the first to demonstrate that BMI has no impact on morbidity in this patient population. Further research on the influence of body composition on inpatient complications in this population is needed to accurately allow for appropriate perioperative prophylaxis. Whether BMI impacts specific complications or in‐patient mortality in this population still requires investigation.

Acknowledgements

The authors thank Donna K. Lawson, LPN, Kathy Wolfert, and Cherie Dolliver, for their assistance in data collection and management.

Public health concerns such as the aging population1 and the increasing prevalence of obesity2 are also important issues to hospitals. However, little attention has been given to the interface of obesity and the elderly, largely due to the dearth of studies that include elderly patients. An aging population leads to an increase in geriatric syndromes, such as osteoporosis3 and its most devastating complication, hip fracture.4 These frail, hip‐fracture patients pose management challenges to practicing geriatricians and hospitalists.5,6 Furthermore, although fracture risk is inversely correlated to body mass index (BMI),7 this relationship has yet to be fully examined in the postoperative hip‐fracture population. In other surgical settings, there is disagreement as to whether underweight or obese patients are at higher risk of developing medical complications,8‐11 but for orthopedic patients, data have been limited to elective orthopedic populations.12‐14 We previously demonstrated that underweight hip‐fracture patients are at higher risk of postoperative cardiac complications at 1 year,15 consistent with studies of cardiac risk indices determining long‐term events. Because of different pathophysiologic mechanisms, the purpose of this study was to ascertain the influence of BMI on inpatient postoperative noncardiac medical complications and to assess predictors of such complications following urgent hip fracture repair.

Patients and Methods

All Olmsted County, Minnesota, residents undergoing urgent hip repair due to fracture were identified using the Rochester Epidemiology Project, a medical‐record linkage system funded by the Federal government since 1966 to support disease‐related epidemiology studies.16 All patient medical care is indexed, and both inpatient and outpatient visits are captured and available for review, allowing for complete case ascertainment. Medical care in Olmsted County is primarily provided by Mayo Clinic with its affiliated hospitals (St. Mary's and Rochester Methodist) and the Olmsted Medical Center, in addition to a few individual providers. Over 95% of all Olmsted County hip fracture surgeries are ultimately managed at St. Mary's Hospital.

Following approval by the Institutional Review Board we used this unique data resource to identify all residents with an International Classification of Diseases, 9th edition (ICD‐9) diagnosis code of 820 to 829 for hip fracture (n = 1310). Both sexes were included, and all patients included in the study provided research authorization for use of their medical records for research purposes.17 We excluded patients who were managed conservatively (n = 56), had a pathological fracture (n = 20), had multiple injuries (n = 19), were operated on >72 hours after fracture (n = 5), were aged <65 years (n = 2), or were admitted for reasons other than a fracture and experienced an in‐hospital fracture (n = 3). We subsequently excluded patients with missing information (n = 10). World Health Organization (WHO) criteria were used for classifying BMI: underweight (BMI < 18.5); normal (BMI = 18.5‐24.9); overweight (BMI = 25.0‐29.9); and obese (BMI 30.0).18

All data were abstracted using standardized collection forms by trained nurse abstractors blinded to the study hypothesis. Patients' admission height and weight were documented; if unavailable, the nearest data within 2 months prior to surgery were recorded. Patients' preadmission residence, functional status, baseline comorbidities, admission medications, discharge destination, as well as whether patients had an intensive care unit stay or any major surgeries in the past 90 days were abstracted. In addition, American Society of Anesthesia (ASA) class, type of anesthesia, and length of stay were also obtained. Inpatient complications that had been identified by the treating physicians and documented in the medical record or identified on imaging studies were assessed from the time of hip fracture repair to the time of discharge using standardized clinical criteria (Table 1). For criteria that were based on either objective findings or clinical documentation/suspicion, the patient was considered to meet the criteria of having a complication if they fulfilled either one. We did not include any cardiac outcomes, including congestive heart failure, angina, myocardial infarction, or arrhythmias that had been previously reported.15 Noncardiac complications were classified broadly: respiratory (respiratory failure, respiratory depression, or pulmonary hypoxemia); neurologic (any cerebral event including hemorrhagic or ischemic stroke, transient ischemic attack, or delirium); gastrointestinal (ileus or gastrointestinal bleeding); vascular (pulmonary embolus, or deep vein thrombosis); infectious (pneumonia, sepsis, urinary tract, wound, or cellulitis); renal/metabolic (acute renal failure, dehydration, or electrolyte abnormalities); or other (fractures or falls).

Definitions of Postoperative Noncardiac Complications
DefinitionSymptom
  • Abbreviations: PaCO2, pressure of carbon dioxide; SaO2, oxygen saturation.

Gastrointestinal 
IleusDilated loops of bowel on X‐ray; documented ileus with nausea, vomiting, no stool or inability to take oral intake
Gastrointestinal bleedingSudden appearance of frank blood on nasogastric lavage or by rectum AND a decrease in hemoglobin of 2 g/dL or greater with no other suspected source of ongoing blood loss
Infectious 
PneumoniaNew infiltrate on chest x‐ray plus 2 of the following 3 findings: temperature >38C, elevated white cell count, sputum pathogen that requires antibiotic treatment
Bacteremia/sepsisLocalized infection with positive blood culture for the same pathogen AND chills, rigors, fever, elevated white cell count AND intravenous antibiotic treatment
Urinary tract infectionPyuria symptoms
 Positive gram stain symptoms
Wound 
CellulitisAs documented in physician's note of a superficial skin infection
Neurologic 
Cerebral eventhypoxia, thrombosis or hemorrhageNew neurologic dysfunction (hemiplegia, hemianesthesia, hemianopia, aphasia, or unconsciousness) postoperatively
Transient ischemic attackAny neurologic dysfunction resolving within a 24‐hour period
DeliriumPositive Confusion Assessment Method38
Renal/metabolic 
Renal failureA doubling of baseline value of creatinine; serum creatinine >3.0 mg/dL; acute need for dialysis
DehydrationAs documented in the physician's note
Electrolyte abnormalitiesAny laboratory evidence of abnormal electrolytes compared to normal
Respiratory 
  
Respiratory failureNeed for intubation and ventilation >24 hours postoperatively; need for reintubation and ventilation after 1 hour postoperatively
Respiratory depressionRespiratory arrest; PaCO2 >60 mmHg that provider believed was associated with narcotics
Pulmonary hypoxemiaSaO2 <90% with or without supplemental oxygen; supplemental oxygen >24 hours
Vascular 
Deep vein thrombosisPositive lower extremity venous Doppler
Pulmonary embolismAcute onset dyspnea and tachycardia, increased central venous pressure AND (positive ventilation/perfusion scan OR positive computed tomography OR positive pulmonary angiogram)
Other 
FracturesAny in‐hospital documented fracture of any bone
FallsPatients descending to the ground from any position unintentionally

Continuous data are presented as means standard deviation and categorical data as counts and percentages. In testing for differences in patient demographics, past medical history, and baseline clinical data among BMI groups, Kruskal‐Wallis tests were performed for continuous variables and Fisher's Exact or Cochran‐Mantel‐Haenszel tests were used for discrete variables. Bonferroni adjustments were performed where appropriate. The primary outcome was the risk of any noncardiac medical complication during the postoperative hospitalization, based on patients with complications. Incidence rates were calculated for the overall group as well as for each BMI category. BMI was evaluated categorically according to the WHO criteria, as a continuous variable dichotomized as a BMI 18.5 kg/m2 to 24.9 kg/m2 (normal) vs. all others, and above/below 25.0 kg/m2. The effect of BMI and other potential risk factors on the complication rate was evaluated using logistic regression. The effect of BMI category on the overall complication rate was adjusted for the a priori risk factors of age, sex, surgical year, and ASA class both univariately (Model 1) and multivariately (Model 2). In addition to these variables, we also evaluated other potential risk factors, including baseline demographic and baseline clinical variables that were significant (P < 0.05) univariately using a stepwise selection; first forcing in BMI as a categorical variable (Model 3), then repeating the stepwise selection process without forcing in BMI (Model 4). Using data from Lawrence et al.,19 we estimated that we would have 80% power to detect differences in rates of inpatient noncardiac complications equal to an odds ratio (OR) = 2.2 (normal vs. underweight), OR = 2.0 (normal vs. overweight), and OR = 2.4 (normal vs. obese). Finally, because of power considerations, as an exploratory analysis, we additionally identified predictors of inpatient complications within each BMI category using stepwise selection. All statistical tests were 2‐sided, and P values <0.05 were considered significant. All analyses were performed using SAS for UNIX (version 9.1.3; SAS Institute, Inc., Cary, NC).

Results

Between 1988 and 2002, 1195 urgent repairs for hip fracture met our inclusion/exclusion criteria. We subsequently excluded 15 repairs with missing BMI data, and, of the 7 patients with >1 repair, we included only their first fracture episode in our analysis. Two were subsequently excluded due to an administrative error. Ultimately, 1180 hip fracture repairs were included in the analysis cohort. There were 184 (15.6%) patients in the underweight group, 640 (54.2%) with normal BMI, 251 (21.3%) with a BMI 25.0 to 29.9 kg/m2, and 105 (8.9%) with a BMI 30 kg/m2. Baseline characteristics are otherwise shown in Table 2. Normal BMI patients were significantly older than the other groups, and underweight patients were less likely to be admitted from home. Past history of having a cardiovascular risk factor or a cardiovascular diagnosis appeared to increase with increasing BMI. Underweight patients were more likely to have chronic obstructive pulmonary disease (COPD) than patients with normal BMI (P = 0.03) or overweight patients (P = 0.009), but not more than obese patients (P = 0.21). There were no differences across BMI groups in ASA class, type of anesthesia, intensive care unit stay, or length of stay.

Baseline Characteristics of 1180 Olmsted County, Minnestoa, Residents Undergoing Urgent Hip Fracture Repair, 1988‐2002, by Body Mass Index Classification
VariableUnderweight (<18.5 kg/m2) n = 184 n (%)Normal (18.5‐24.9 kg/m2) n = 640 n (%)Overweight (25‐29.9 kg/m2) n = 251 n (%)Obese (30 kg/m2) n = 105 n (%)P Value*
  • NOTE: Continuous variables are represented as mean standard deviations. Discrete variables are represented as number (%). Table adapted with permission from Batsis et al.15

  • Abbreviations: ACE, angiotensin converting enzyme inhibitor; ALC, assisted living center; ARB, angiotensin receptor blocker; ASA, American Society of Anesthesia; COPD, chronic obstructive pulmonary disease; SNF, skilled nursing facility.

  • P values are Kruskal‐Wallis tests for continuous variables and either Fisher Exact or Cochran‐Mantel‐Haenszel values for discrete variables.

  • There were 2 patients with missing data.

  • There was 1 patient with missing data.

  • There were 5 patients with missing data.

Age (years)84.8 8.085.0 7.283.1 7.380.7 7.4<0.001
Female sex171 (92.9)525 (82)177 (70.5)76 (72.4)<0.001
Preadmission residence     
ALC/SNF79 (42.9)250 (39.1)83 (33.1)36 (34.3)0.024
Home105 (57.1)390 (60.9)168 (66.9)69 (65.7) 
Functional status     
Dependent25 (13.6)80 (12.5)24 (9.6)7 (6.7)0.044
Walking independently159 (86.4)560 (87.5)226 (90.4)97 (93.3) 
History of     
Hypertension84 (45.7)374 (58.4)159 (63.3)70 (66.7)<0.001
Diabetes9 (4.9)71 (11.1)30 (12)30 (28.6)<0.001
Cerebrovascular disease40 (21.7)175 (27.3)77 (30.7)33 (31.4)0.028
Myocardial infarction44 (23.9)140 (21.9)61 (24.3)36 (34.3)0.106
Congestive heart failure48 (26.1)150 (23.4)76 (30.3)44 (41.9)0.003
Atrial fibrillation/flutter49 (26.6)118 (18.4)57 (22.7)26 (24.8)0.985
Chronic renal insufficiency11 (6)64 (10)34 (13.5)20 (19)<0.001
Dementia63 (34.2)233 (36.4)74 (29.5)26 (24.8)0.031
Obstructive sleep apnea2 (1.1)5 (0.8)5 (2.0)6 (5.7)0.005
COPD41 (22.3)100 (15.6)32 (12.7)17 (16.2)0.032
Asthma13 (7.1)47 (7.3)18 (7.2)12 (11.4)0.395
COPD or asthma49 (26.6)133 (20.8)45 (17.9)23 (21.9)0.093
Pulmonary embolism or deep vein thrombosis9 (4.9)21 (3.3)21 (8.4)17 (16.2)<0.001
Osteoporosis77 (41.8)253 (39.5)73 (29.1)31 (29.5)<0.001
Collagen vascular diseases10 (5.4)29 (4.5)9 (3.6)12 (11.4)0.34
Cancer61 (33.2)169 (26.4)75 (29.9)32 (30.5)0.88
Lymphoma2 (1.1)3 (0.5)2 (0.8)2 (1.9)0.25
Leukemia2 (1.1)3 (0.5)1 (0.4)1 (1) 
Major surgery within 90 days3 (1.6)10 (1.6)8 (3.2)3 (2.9)0.366
ASA class     
I or II19 (10.4)93 (14.5)46 (18.3)12 (11.4)0.144
III, IV, or V164 (89.6)547 (85.5)205 (81.7)93 (88.6) 
Type of anesthesia     
General134 (72.8)477 (74.5)192 (76.5)84 (80) 
Other (spinal, epidural, local, combination)50 (27.2)163 (25.5)59 (23.5)21 (20)0.16
Admission medications     
Insulin2 (1.1)18 (2.8)11 (4.4)17 (16.2)<0.001
Aspirin50 (27.2)197 (30.8)82 (32.7)37 (35.2)0.126
Beta‐blockers18 (9.8)90 (14.1)50 (19.9)25 (23.8)<0.001
ACE/ARB32 (17.4)95 (14.8)55 (21.9)28 (26.7)0.009
Calcium‐channel blocker26 (14.1)104 (16.3)39 (15.5)21 (20)0.38
Intensive care unit stay63 (34.2)154 (24.1)61 (24.3)30 (28.6)0.16
Length of stay, days10.3 (9.7)9.7 (6.8)10.2 (7.6)11.1 (8.6)0.10
Discharge destination     
Home20 (10.9)65 (10.2)43 (17.1)19 (18.1) 
ALC/nursing home146 (79.8)547 (85.5)199 (79.3)83 (79)<0.001
In‐hospital death17 (9.3)28 (4.4)9 (3.6)3 (2.9) 

There were 77 (41.8%) postoperative inpatient noncardiac complications in the underweight group, 234 (36.6%) in the normal BMI group, 90 (35.9%) in the overweight group, and 42 (40.0%) in the obese group (P = 0.49). Figure 1 demonstrates the main subcategory complication rates by BMI group, and Table 3 outlines the univariate unadjusted complication rates. Other than gastrointestinal complications being more prevalent as BMI increases (P = 0.005), there were no significant differences in crude complication rates across BMI categories (all P > 0.05) for the other complication subcategories. A multiple comparisons analysis did not demonstrate any differences between normal and any of the other BMI categories for ileus. Normal BMI patients were more likely to be discharged to a nursing facility than overweight or obese patients (85.5% vs. 79.3%, P = 0.03; and 85.5% vs. 79.0%, P = 0.03, respectively). The proportion of in‐hospital deaths among underweight patients was significantly higher than in any of the other groups (9.3% vs. 4.4%; P = 0.01), but mean length of stay was not significantly different.

Figure 1
Rate of inpatient noncardiac complications. Rate of noncardiac complications by BMI category. Unadjusted proportions of the number of patients in each category having a given complication are represented in the data table below the figure (as defined in Patients and Methods).
Univariate Unadjusted Inpatient Noncardiac Complication Rates Among 1,180 Olmsted County, Minnesota, Residents Undergoing Urgent Hip Fracture Repair, 1988‐2002
 Overall Cohort n (%)Underweight (<18.5 kg/m2) n = 184 n (%)Normal (18.5‐24.9 kg/m2) n = 640 n (%)Overweight (25‐29.9 kg/m2) n = 251 n (%)Obese (30 kg/m2) n = 105 n (%)P Value
  • NOTE: All values are represented as count (proportion) for categorical variables; counts are the number of cases that fulfilled the criteria for a given inpatient complication. P values represent a Fisher Exact or Cochran‐Mantel‐Haenszel; P < 0.05 is significant.

Gastrointestinal      
Ileus38 (3.2)1 (0.5)21 (3.3)12 (4.8)4 (3.8)0.03
Gastrointestinal bleeding21 (1.8)1 (0.5)11 (1.7)6 (2.4)3 (2.9)0.35
Infectious      
Pneumonia69 (5.8)12 (6.5)39 (6.1)14 (5.6)4 (3.8)0.51
Bacteremia/sepsis8 (0.7)1 (0.5)2 (0.3)5 (2.0)0 (0)0.06
Urinary tract infection84 (7.1)12 (6.5)47 (7.3)15 (6)10 (9.5)0.78
Wound      
Cellulitis      
Neurological      
Cerebral event‐hypoxia, thrombosis or hemorrhage15 (1.3)1 (0.5)6 (0.9)6 (2.4)2 (1.9)0.21
Transient ischemic attack      
Delirium199 (16.9)40 (21.7)106 (16.6)36 (14.3)17 (16.2)0.08
Renal/metabolic      
Renal failure19 (1.6)3 (1.6)9 (1.4)5 (2.0)2 (1.9)0.82
Dehydration      
Electrolyte abnormalities      
Respiratory      
Respiratory failure53 (4.5)10 (5.4)23 (3.6)15 (6.0)5 (4.8)0.61
Respiratory depression23 (1.9)3 (1.6)11 (1.7)8 (3.2)1 (1.0)0.50
Pulmonary hypoxemia157 (13.3)33 (17.9)78 (12.2)34 (13.5)12 (11.4)0.22
Vascular      
Deep vein thrombosis5 (0.4)0 (0)2 (0.3)3 (1.2)0 (0)0.24
Pulmonary embolism16 (1.4)3 (1.6)7 (1.1)5 (2.0)1 (1.0)0.65
Other      
Fractures6 (0.5)1 (0.5)5 (0.8)0 (0)0 (0)0.57
Falls      

Significant univariate predictors of the composite outcome of any noncardiac complication included: age (OR, 1.04 95% confidence interval [CI>], 1.02‐1.06; P < 0.001), age 75 years (OR, 2.25; 95% CI, 1.52‐3.33; P < 0.001), age 85 years (OR, 1.49; 95% CI, 1.17‐1.89; P < 0.001), male sex (OR, 1.41; 95% CI, 1.05‐1.90; P = 0.02), admission from home (OR, 0.77; 95% CI, 0.61‐0.98; P = 0.03), a history of cerebrovascular disease (OR, 1.41; 95% CI, 1.08‐1.83; P = 0.01), myocardial infarction (OR, 1.41; 95% CI, 1.07‐1.86; P = 0.02), angina (OR, 1.32; 95% CI, 1.03‐1.69; P = 0.03), congestive heart failure (OR, 1.45; 95% CI, 1.11‐1.89; P = 0.006), dementia (OR, 1.39; 95% CI, 1.08‐1.78; P = 0.01), peripheral vascular disease (OR, 1.47; 95% CI, 1.06‐2.03; P = 0.02), COPD/asthma (OR, 1.56; 95% CI, 1.18‐2.08; P = 0.002), osteoarthritis (OR, 1.29; 95% CI, 1.01‐1.65; P = 0.04), code status as Do Not Resuscitate (OR, 0.74; 95% CI, 0.58‐0.94; P = 0.015), or ASA class III‐V (OR, 2.24; 95% CI, 1.53‐3.29; P < 0.001). Results were no different after using the Charlson comorbidity index in place of ASA class (data not shown). No significant differences in overall noncardiac complications were observed when examining BMI as a continuous variable, as a categorical variable, as 25 kg/m2 vs. <25 kg/m2, or as 18.5 kg/m2 to 24.9 kg/m2 vs. all others. Examining renal, respiratory, peripheral vascular, or neurologic complications univariately within these aforementioned strata also did not demonstrate any significant differences among BMI categories (data not shown).

Multivariable analyses (Models 1‐4) are shown for any overall noncardiac inpatient medical complication in Table 4. BMI was not a significant predictor in any of our models, specifically in our main model that examined the effect of BMI adjusting for a priori variables (Model 2). However, older age, male sex, and ASA class were highly significant predictors of complications in all four models; however, surgical year was nonsignificant. Notably, after stepwise selection for other demographic and premorbid variables, a history of COPD or asthma was found to be an additional significant factor both in Model 3 (forcing BMI in the model) and Model 4 (without BMI in the model). Exploratory analysis of individual predictors of inpatient noncardiac complications within each BMI category demonstrated that, in underweight patients, admission use of ‐blockers was a significant predictor of having any medical complication (OR, 3.1; 95% CI, 1.1‐8.60; P = 0.03). In normal BMI patients, age 75 years (OR, 2.6; 95% CI, 1.4‐4.9; P = 0.003), ASA class III‐V (OR, 2.3; 95% CI, 1.3‐3.9; P = 0.003), and a history of cerebrovascular disease (OR, 1.5; 95%CI, 1.04‐2.1; P = 0.03) were predictors; and, in obese patients, only age (OR, 1.1; 95% CI, 1.00‐1.12; P = 0.05) was significant. There were no significant predictors of having a medical complication in the overweight group.

Multivariable Analysis for Inpatient Medical Complications Among 1,180 Olmsted County, Minnesota, Residents Undergoing Urgent Hip Fracture Repair, 1988‐2002
 Underweight <18.5 kg/m2 n = 184* n (%)Normal 18.5‐24.9 kg/m2 n = 640* n (%)Overweight 25‐29.9 kg/m2 n = 251* n (%)Obese 30 kg/m2 n = 105* n (%)AgeMale SexSurgical YearASA Score, III‐V vs. I/IICOPD/ Asthma
  • NOTE: Each row represents a separate multivariable logistic regression analysis. All values are listed as hazard ratios (95% confidence intervals).

  • Abbreviations: ASA, American Society of Anesthesia; BMI, body mass index; COPD, chronic obstructive pulmonary disease.

  • The number of observed number of fractures in this category.

  • Model 1: Effect of BMI category (underweight, normal, overweight, and obese) on overall noncardiac inpatient complication rate adjusted, a priori individually, for age, sex, surgical year, and ASA score univariately.

  • P < 0.05.

  • Model 2: Effect of BMI category (underweight, normal, overweight, and obese) on overall noncardiac inpatient complication rate, after adjusting for age, sex, surgical year, and ASA class.

  • Model 3: Model evaluating other potential risk factors, including baseline demographic and baseline clinical variables that were significant (P < 0.05) univariately using stepwise selection. Model includes BMI as a categorical variable (underweight, normal, overweight, and obese), adjusted for age, sex, surgical year, and ASA class.

  • Model 4: Model evaluating other potential risk factors, including baseline demographic and baseline clinical variables that were significant (P < 0.05) univariately using stepwise selection. Model 3 is similar to this, but does not force BMI in.

Model 1a1.25 (0.89‐1.74)Referent0.97 (0.72‐1.31)1.16 (0.76‐1.76)     
Model 1b1.26 (0.90‐1.77)Referent1.05 (0.77‐1.43)1.38 (0.90‐2.13)1.04 (1.02‐1.06)    
Model 1c1.30 (0.93‐1.83)Referent0.93 (0.68‐1.26)1.12 (0.73‐1.71) 1.47 (1.09‐1.98)   
Model 1d1.28 (0.91‐1.79)Referent0.97 (0.71‐1.31)1.13 (0.74‐1.73)  1.03 (1.00‐1.06)  
Model 1e1.23 (0.88‐1.72)Referent1.00 (0.73‐1.36)1.13 (0.74‐1.73)   2.22 (1.52‐3.24) 
Model 21.33 (0.95‐1.88)Referent1.01 (0.74‐1.38)1.28 (0.82‐1.98)1.04 (1.02‐1.06)1.59 (1.17‐2.17)1.02 (0.99‐1.05)1.89 (1.28‐2.79) 
Model 31.30 (0.92‐1.84)Referent1.04 (0.76‐1.42)1.30 (0.84‐2.02)1.05 (1.03‐1.06)1.52 (1.11‐2.07)1.02 (0.99‐1.05)1.77 (1.20‐2.62)1.58 (1.17‐2.12)
Model 4    1.05 (1.03‐1.06)1.49 (1.10‐2.02) 1.84 (1.25‐2.71)1.58 (1.18‐2.12)

Discussion

Most research describing the association of BMI with postoperative outcomes has concentrated on cardiac surgery, general surgical procedures, and intensive care unit utilization.8‐11,20 In the orthopedic literature, an elevated BMI has been associated with a higher number of short‐term complications, but this was limited to elective knee arthroplasty and spine surgery populations.12,13,21 Conversely, no differences were observed in obese patients undergoing hip arthroplasties.14,22 To the best of our knowledge, this study may be the first to examine the impact of BMI on inpatient hospital outcomes following urgent hip fracture repair. Our results suggest the risk of developing a noncardiac medical complication is the same regardless of BMI.

Our overall complication rate was higher (38%) than previous reports by others.19,23‐26 Thus, Lawrence et al.,19 in their retrospective study of 20 facilities, demonstrated an overall complication rate of 17%, even though they also included postoperative cardiac complications. Although their study period overlapped our own (1982‐1993), they additionally included patients aged 60 to 65 years, a population known to have fewer comorbidities and fewer postoperative complications than the elderly hip‐fracture patients studied here. In addition, their population may have been healthier at baseline, in that a higher proportion lived at home (73%) and a lower percentage were ASA class III‐V (71%) than our cohort. These differences in baseline characteristics may explain the higher complication rates observed in our study.

Our findings did not suggest any relationship of BMI with noncardiac postoperative medical complications in any of the 4 methods we used to stratify BMI (continuous, categorical, normal vs. abnormal, and 25 kg/m2). Evidence is contradictory as to what the effect of BMI has on postoperative complications. An elevated BMI (30 kg/m2) has been shown to lead to increased sternal wound infection and saphenous vein harvest infection in a cardiac surgery population,27 but other studies10,28,29 have demonstrated the opposite effect. Among 6336 patients undergoing elective general surgery procedures, the incidence of complications were similar by body mass.30 A matched study design that included urgent and emergent surgeries also did not find any appreciable increased perioperative risk in noncardiac surgery.28 Whether this may be due to the elective nature of the surgeries in these studies, hence leading to selection bias, is unknown.

In geriatric patients, multiple baseline comorbid conditions often are reflected in a higher ASA class, which increases the risk of significant perioperative complications. Our multivariate modeling showed that a high ASA class strongly predicts morbidity and mortality following hip fracture repair, in line with other studies.19,31,32 Although the Charlson comorbidity index could alternatively been used, we elected to adjust for ASA class as it is more commonly used and is simple to use. Interestingly, surgical year did not significantly predict any complication, which can suggest that practice changes play a minimal impact on patient outcomes. However, we caution that because the individual event rates, particularly vascular, were low, we were unable to fully determine whether changes in practice management, such as improved thromboprophylaxis, would impact event rates over time. Finally, other predictors such as older age33 and a concomitant history of either COPD or asthma,34 are well‐accepted predictors of inpatient complications. Our attempt to examine specific predictors of complications in each BMI category revealed differing results, making interpretations difficult. Because of power considerations, this was meant solely as an exploratory analysis, and larger cohorts are needed to further ascertain whether predictors are different in these groups. Such a study may in fact identify perioperative issues that allow practitioners caring for this population to modify these factors.

One of the major limitations in our study was our inability to adjust for individual complications using multivariable models, such as deep vein thrombosis or delirium, within each BMI stratum, because of statistical power issues. Such a study would require large numbers of individual complications or events to allow for appropriate adjustments. The authors acknowledge that such individual complication rates may vary dramatically. We were aware of this potential problem, and therefore a priori ascertained a composite outcome of any noncardiac medical complication. However, our results do provide preliminary information regarding the impact of BMI on noncardiac medical complications. Further studies would be needed, though, to fully determine the effect of BMI on the number of cases with each complication.

Obesity (or BMI) is a known cardiovascular risk factor, and our previous study's aim was to determine cardiovascular events in a comparable manner to the way risk indices, such as the Goldman, Lee, or the AHA preoperative algorithm function. The surgical literature often presents noncardiac complications separately, allowing us to directly compare our own data to other published studies. We used 2 separate approaches, focusing on the inpatient stay (ascertaining noncardiac complications) and 1‐year cardiac outcomes (cardiac complications), as these are mediated by different mechanisms and factors. Furthermore, the intent of both studies was to dispel any concerns that an elevated BMI would in fact lead to an increased number of complications. Whether cardiac complications, though, would impact noncardiac complications, or vice‐versa, is unknown, and would require further investigation.

Although we relied on well‐established definitions for body mass, they have often been challenged, as they may underestimate adiposity in the elderly population due to age‐related reductions in lean mass.35,36 Studies have demonstrated a poor correlation between percent body fat and BMI in the >65 year age group,37 which could impact our results and outcomes by misclassifying patients. Yet, as an anthropometric measurement, BMI is easily obtainable and its variables are routinely documented in patients' medical records, as compared to other anthropometric measurements. Other means of estimating adiposity, such as densitometry or computed tomography (CT) scanning, are impractical, expensive, and not used clinically but routinely in research settings. The lack of standardization in obtaining height and weight, despite nurse‐initiated protocols for bed calibration, may have introduced a degree of measurement bias. Furthermore, the extent of lean mass lost and volume status changes lead to further challenges of using BMI in hospital settings. Whether other anthropometric measurements, including hip circumference, waist circumference, or waist‐hip ratio, should be used in this group of patients requires further examination. However, despite its shortcomings in elderly patients, BMI is still deemed an appropriate surrogate for obesity.

Our main strength was the use of the Rochester Epidemiology Project medical record linkage system to ascertain all patient data. This focuses on patients from a single geographically‐defined community minimizing referral biases often observed in studies originating from a tertiary care referral center. Previous disease‐related epidemiology studies using the Olmsted County population have demonstrated excellent external validity to the U.S. white population.16 We relied on the medical documentation of the treating clinician for many diagnoses in our data abstraction. Although we attempted to use standardized definitions, clinicians may have inadvertently forgotten to document subjective signs or symptoms that would assist in the categorization of these complications. Hence, added inpatient complications may have been overlooked, suggesting that our results may slightly underestimate the true incidence in this population. Additionally, certain complications may overlap categories, such as pneumonia and infections. We agree with Lawrence et al.19 that long periods of time are necessary to accumulate data of this kind in an effort to describe complication rates epidemiologically.

Despite no difference in outcomes among BMI categories, our results have striking implications for the hospitalized patient. Thus, underweight elderly patients, often considered frail with minimal functional reserve, are at no higher risk for developing inpatient medical complications than patients with higher BMIs. This is contrary to our study focusing on cardiac complications, where underweight patients were at higher risk.15 Conversely, obese patients, who have been demonstrated to be at higher risk of medical complications (particularly pulmonary), had no greater risk than patients with normal BMI. To the practicing geriatrician and hospitalist, this information provides important prognostication regarding additional perioperative measures that need to be implemented in these different groups. Based on our results, BMI does not play a particular role in noncardiac medical complications, dispelling any myths of the added burden of excess weight on surgical outcomes in this population. From a hospital perspective, this may be important since additional testing or preventative management in these patients may lead to additional resource use. However, in‐hospital deaths were higher in underweight patients than in patients with a normal BMI. Although we were underpowered to detect any differences in mortality between groups and could therefore not adjust for additional variables, it is unknown whether cardiac or noncardiac complications may be a stronger predictor of death in the underweight patient population. Further studies would be needed to better ascertain this relationship.

Conclusions

In elderly patients undergoing urgent hip fracture repair, BMI does not appear to lead to an excess rate of inpatient noncardiac complications. Our results are the first to demonstrate that BMI has no impact on morbidity in this patient population. Further research on the influence of body composition on inpatient complications in this population is needed to accurately allow for appropriate perioperative prophylaxis. Whether BMI impacts specific complications or in‐patient mortality in this population still requires investigation.

Acknowledgements

The authors thank Donna K. Lawson, LPN, Kathy Wolfert, and Cherie Dolliver, for their assistance in data collection and management.

References
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  2. Flegal KM, Graubard BI, Williamson DF, Gail MH.Excess deaths associated with underweight, overweight, and obesity.JAMA.2005;293(15):18611867.
  3. Melton LJ.Adverse outcomes of osteoporotic fractures in the general population.J Bone Miner Res.2003;18(6):11391141.
  4. Burge R, Dawson‐Hughes B, Solomon DH, Wong JB, King A, Tosteson A.Incidence and economic burden of osteoporosis‐related fractures in the United States, 2005–2025.J Bone Miner Res.2007;22(3):465475.
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  6. Phy MP, Vanness DJ, Melton LJ, et al.Effects of a hospitalist model on elderly patients with hip fracture.Arch Intern Med.2005;165(7):796801.
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References
  1. Spillman BC, Lubitz J.The effect of longevity on spending for acute and long‐term care.N Engl J Med.2000;342(19):14091415.
  2. Flegal KM, Graubard BI, Williamson DF, Gail MH.Excess deaths associated with underweight, overweight, and obesity.JAMA.2005;293(15):18611867.
  3. Melton LJ.Adverse outcomes of osteoporotic fractures in the general population.J Bone Miner Res.2003;18(6):11391141.
  4. Burge R, Dawson‐Hughes B, Solomon DH, Wong JB, King A, Tosteson A.Incidence and economic burden of osteoporosis‐related fractures in the United States, 2005–2025.J Bone Miner Res.2007;22(3):465475.
  5. Huddleston JM, Whitford KJ.Medical care of elderly patients with hip fractures.Mayo Clin Proc.2001;76(3):295298.
  6. Phy MP, Vanness DJ, Melton LJ, et al.Effects of a hospitalist model on elderly patients with hip fracture.Arch Intern Med.2005;165(7):796801.
  7. De Laet C, Kanis JA, Oden A, et al.Body mass index as a predictor of fracture risk: a meta‐analysis.Osteoporos Int.2005;16(11):13301338.
  8. Chang SS, Jacobs B, Wells N, Smith JA, Cookson MS.Increased body mass index predicts increased blood loss during radical cystectomy.J Urol.2004;171(3):10771079.
  9. Schwandner O, Farke S, Schiedeck TH, Bruch HP.Laparoscopic colorectal surgery in obese and nonobese patients: do differences in body mass indices lead to different outcomes?Surg Endosc.2004;18(10):14521456.
  10. Shubair MM, Prabhakaran P, Pavlova V, Velianou JL, Sharma AM, Natarajan MK.The relationship of body mass index to outcomes after percutaneous coronary intervention.J Interv Cardiol.2006;19(5):388395.
  11. Wigfield CH, Lindsey JD, Munoz A, Chopra PS, Edwards NM, Love RB.Is extreme obesity a risk factor for cardiac surgery? An analysis of patients with a BMI ≥40.Eur J Cardiothorac Surg.2006;29(4):434440.
  12. Miric A, Lim M, Kahn B, Rozenthal T, Bombick D, Sculco TP.Perioperative morbidity following total knee arthroplasty among obese patients.J Knee Surg.2002;15(2):7783.
  13. Patel N, Bagan B, Vadera S, et al.Obesity and spine surgery: relation to perioperative complications.J Neurosurg Spine.2007;6(4):291297.
  14. Perka C, Labs K, Muschik M, Buttgereit F.The influence of obesity on perioperative morbidity and mortality in revision total hip arthroplasty.Arch Orthop Trauma Surg.2000;120(5–6):267271.
  15. Batsis JA, Huddleston JM, Melton LJ, et al.Body mass index and risk of adverse cardiac events in elderly hip fracture patients: a population‐based study.J Am Geriatr Soc.2009;57(3):419426.
  16. Melton L.History of the Rochester Epidemiology Project.Mayo Clin Proc.1996;71(3):266274.
  17. Melton LJ.The threat to medical‐records research.N Engl J Med.1997;337(20):1466170.
  18. Quetelet L.A Treatise on Man and the Development of His Faculties.Brussels:Musquardt;1871.
  19. Lawrence VA, Hilsenbeck SG, Noveck H, Poses RM, Carson JL.Medical complications and outcomes after hip fracture repair.Arch Intern Med.2002;162(18):20532057.
  20. Akinnusi ME, Pineda LA, El Solh AA.Effect of obesity on intensive care morbidity and mortality: a meta‐analysis.Crit Care Med.2008;36(1):151158.
  21. Patel AD, Albrizio M.Relationship of body mass index to early complications in knee replacement surgery.Arch Orthop Trauma Surg.2008;128(1):59.
  22. Andrew JG, Palan J, Kurup HV, Gibson P, Murray DW, Beard DJ.Obesity in total hip replacement.J Bone Joint Surg Br.2008;90(4):424429.
  23. Hardy DC, Descamps PY, Krallis P, et al.Use of an intramedullary hip‐screw compared with a compression hip‐screw with a plate for intertrochanteric femoral fractures. A prospective, randomized study of one hundred patients.J Bone Joint Surg Am.1998;80(5):618630.
  24. Levi N.Blood transfusion requirements in intracapsular femoral neck fractures.Injury.1996;27(10):709711.
  25. Miller K, Atzenhofer K, Gerber G, Reichel M.Risk prediction in operatively treated fractures of the hip.Clin Orthop Relat Res.1993(293):148152.
  26. Parker MJ.Internal fixation or arthroplasty for displaced subcapital fractures in the elderly?Injury.1992;23(8):521524.
  27. Engelman DT, Adams DH, Byrne JG, et al.Impact of body mass index and albumin on morbidity and mortality after cardiac surgery.J Thorac Cardiovasc Surg.1999;118(5):866873.
  28. Klasen J, Junger A, Hartmann B, et al.Increased body mass index and peri‐operative risk in patients undergoing non‐cardiac surgery.Obes Surg.2004;14(2):275281.
  29. Schwann TA, Habib RH, Zacharias A, et al.Effects of body size on operative, intermediate, and long‐term outcomes after coronary artery bypass operation.Ann Thorac Surg.2001;71(2):521530; discussion 530–531.
  30. Dindo D, Muller MK, Weber M, Clavien PA.Obesity in general elective surgery.Lancet.2003;361(9374):20322035.
  31. Batsis JA, Phy MP, Joseph Melton L, et al.Effects of a hospitalist care model on mortality of elderly patients with hip fractures.J Hosp Med.2007;2(4):219225.
  32. Gdalevich M, Cohen D, Yosef D, Tauber C.Morbidity and mortality after hip fracture: the impact of operative delay.Arch Orthop Trauma Surg.2004;124(5):334340.
  33. Shah MR, Aharonoff GB, Wolinsky P, Zuckerman JD, Koval KJ.Outcome after hip fracture in individuals ninety years of age and older.J Orthop Trauma.2001;15(1):3439.
  34. Jiang HX, Majumdar SR, Dick DA, et al.Development and initial validation of a risk score for predicting in‐hospital and 1‐year mortality in patients with hip fractures.J Bone Miner Res.2005;20(3):494500.
  35. Gallagher D, Visser M, Sepulveda D, Pierson RN, Harris T, Heymsfield SB.How useful is body mass index for comparison of body fatness across age, sex, and ethnic groups?Am J Epidemiol.1996;143(3):228239.
  36. Smalley KJ, Knerr AN, Kendrick ZV, Colliver JA, Owen OE.Reassessment of body mass indices.Am J Clin Nutr.1990;52(3):405408.
  37. Romero‐Corral A, Somers VK, Sierra‐Johnson J, et al.Accuracy of body mass index in diagnosing obesity in the adult general population.Int J Obes (Lond).2008;32(6):959966.
  38. Inouye SK, van Dyck CH, Alessi CA, Balkin S, Siegal AP, Horwitz RI.Clarifying confusion: the confusion assessment method. A new method for detection of delirium.Ann Intern Med.1990;113(12):941948.
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Body mass index (BMI) and risk of noncardiac postoperative medical complications in elderly hip fracture patients: A population‐based study
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Body mass index (BMI) and risk of noncardiac postoperative medical complications in elderly hip fracture patients: A population‐based study
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John A. Batsis, Section of General Internal Medicine, Dartmouth‐Hitchcock Medical Center, 1 Medical Center Drive, Lebanon, NH 03755
Jeanne M. Huddleston, Division of Hospital Internal Medicine, Mayo Clinic, 200 First Street SW, Rochester, MN 55905
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Hospitalist Attendings: Systematic Review

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Effect of hospitalist attending physicians on trainee educational experiences: A systematic review

Wachter and Goldman1 described the hospitalist model for inpatient care more than a decade ago. The Society of Hospital Medicine (SHM) defines hospitalists as physicians whose primary professional focus is the general medical care of hospitalized patients. Their activities include patient care, teaching, research, and leadership related to hospital medicine.2 This care delivery model has enjoyed exponential growth, with approximately 20,000 hospitalists in the United States, and an estimated 30,000 by the end of the decade.35 Currently, 29% of hospitals, including 55% with at least 200 beds, employ hospitalists to coordinate inpatient care.6 Data suggests that hospitalists promote cost containment and decrease length of stay without negatively affecting rates of death, readmission, or patient satisfaction.715

In academic settings, hospitalists also provide a substantial amount of teaching to trainees,1618 and the hospitalist model represents a fundamental change in inpatient education delivery. Traditional ward attendings typically consisted of a heterogeneous group of subspecialists, laboratory‐based clinician scientists, and general internists, many of whom attended and taught relatively infrequently. By virtue of focusing purely on inpatient care, hospitalists are more intimately involved with inpatient care systems, as well as teaching challenges (and opportunities) in the inpatient setting. The theoretical educational benefits of hospitalists include greater availability, more expertise in hospital medicine, and more emphasis on cost‐effective care.7, 18, 19 Concerns that trainees would have diminished autonomy and less exposure to subspecialist care have not been borne out.16, 20, 21

The purpose of this study was to examine the role of hospitalists on inpatient trainee education. We systematically reviewed the literature to determine the impact of hospitalists compared to nonhospitalist attendings on medical students' and residents' education.

MATERIALS AND METHODS

Data Sources

We searched the MEDLINE, Database of Reviews of Effectiveness (DARE), National Health Service (NHS) Economic Evaluation Database (EED), Health Technology Assessment (HTA), and Cochrane Collaboration databases for citations using the term hospitalist through November 2007, and updated the literature search through October 1, 2008. Additionally, we manually searched the bibliographies of relevant retrieved articles and national meeting abstracts from the SHM (2002‐2007), Society of General Internal Medicine (SGIM) (2001‐2007), and Pediatric Academic Societies (PAS) (2000‐2007). The authors of included meeting abstracts were contacted for additional information.

Data Selection

We included English‐language studies that reported the effects of hospitalist attending physicians on the knowledge, skills, or attitudes of medical students or residents in an inpatient setting, and compared these outcomes to a comparison group of trainees taught by nonhospitalist attending physicians. We excluded opinion articles, review articles, descriptions of curricula, surveys of program leaders, and evaluations of teaching without trainee assessments.

Data Extraction

We developed a standardized data extraction form based on the Best Evidence Medical Education (BEME) Collaboration protocol.22 The following information was extracted from each article: study design and measurement scale; attending and trainee information; study setting; response rate, if available; outcomes measuring attending physician's teaching ability; and outcomes assessing trainees' attitudes, knowledge, and skills. Open‐ended items solicited overall impression, concerns, new insights, and avenues for research not already captured in the data extraction form. A meta‐analysis was not performed due to varying measures for teacher assessments.

One investigator (P.N.) performed the literature search and a second investigator (K.E.H.) reviewed and confirmed the appropriateness of the articles retained and excluded based on review of the titles and abstracts. Next, 3 investigators (P.N., K.E.H., S.R.) confirmed that all the included articles met inclusion criteria. All 3 independently abstracted each article and coded the strength of findings and methodological quality based on: (1) response rate: (2) number of trainees and attendings; (3) control for additional education interventions; (4) explicit indication of random allocation of trainees to attendings; and (5) presence of a contemporaneous comparison group of nonhospitalist attendings. The level of behavioral impact by the 4‐level Kirkpatrick hierarchy was also recorded for each study to assess the strength of the intervention.23 The strength of data was rated for each study on a scale of 1 to 5, with 1 = no clear conclusions can be drawn; 2 = results ambiguous, but appears to be a trend; 3 = conclusions can probably be based on results; 4 = results are clear and very likely to be true; and 5 = results are unequivocal. Disagreements about search criteria, data extraction, and classification of study results were resolved by consensus.

RESULTS

Search Results

The database searches yielded 711 articles (Figure 1). Based on review of titles and abstracts, 32 articles were retrieved for full‐text review. During full‐text review, we eliminated 26 studies because they had no nonhospitalist control group,7, 16, 18, 2427 were opinion or review articles,19, 21, 2834 examined hospitalists' roles without trainee outcomes,17, 3540 surveyed program administration,41 or did not involve hospitalists.42, 43 Ultimately, 6 citations published between 2002 and 2007 met all inclusion criteria (Table 1).4449 The updated literature search through October 1, 2008 did not yield any additional relevant studies.

Figure 1
Search and selection of included articles.
Summary of Studies
Location, yearreference Learners (n) Number of Attendings Attending Ward Responsibilities (weeks per year) Attending Experience (mean years postgraduation) Attending Gender (% female) Survey Response Rate (%) Data Strength
  • Meeting abstracts.

  • Brigham & Women's Hospital, University of California San Francisco, University of Chicago, University of Washington, University of Illinois, University of New Mexico.

  • Data strength: 1 (no clear conclusions can be drawn), 2 (results ambiguous, but appears to be a trend), 3 (conclusions can probably be based on results), 4 (results are clear and very likely to be true), 5 (results are unequivocal).

University of Chicago, 200244 PGY‐unspecified (86) 2‐4 hospitalists; unknown nonhospitalists 12‐24 hospitalists; 4‐8 nonhospitalists 58 2
Children's Hospital, Boston, 200245 PGY‐1, PGY‐3 (unknown) 8 hospitalists; 75 nonhospitalists 12‐16 hospitalists; 2‐4 nonhospitalists 63 2
Oregon Health & Sciences, 200446 MS3 (138) 6 hospitalists; 11 nonhospitalists 22.8 hospitalists; 6.4 nonhospitalists 4.2 hospitalists; 10.9 nonhospitalists 2/6 (33%) hospitalists; 4/11 (36%) nonhospitalists 72 3
University of California, San Francisco, 200447 MS3‐4, PGY1‐3 (917) 17 hospitalists; 39 general internists; 13 subspecialists 12 hospitalists; 3.24 nonhospitalists 6/17 (35%) hospitalists; 17/52 (33%) nonhospitalists 91 4
Grady Memorial, 200448 MS3‐4, PGY1‐3 (unknown) 12 hospitalists; 27 general internists; 51 subspecialists 24 hospitalists; 6 nonhospitalists 6.1 hospitalists; 9.7 general internists; 21.6 subspecialists 6/12 (50%) hospitalists; 16/51 (31%) nonhospitalists 81 3
Penn State Children's Hospital, 200749 MS3 (67) 2 hospitalists; 8 nonhospitalists 2 MDs covered 32 hospitalists; 8 MDs covered 28 nonhospitalists 1/2 (50%) hospitalists; 2/8 (25%) nonhospitalists 100 3
Multiple sites, 200550* MS3 (294) 54 2
California Pacific Medical Center, 200651* PGY‐unspecified (unknown) 1

Examination of meeting abstracts yielded a total of 7,062 abstracts (Figure 2), of which 9 abstracts were retrieved for full‐text review. Two abstracts met inclusion criteria (Table 1).50, 51 Excluded meeting abstracts included published studies that were already abstracted as manuscripts,52, 53 had no nonhospitalist control group,54, 55 did not involve hospitalists,56 surveyed program administrators,57 or examined hospitalists' roles without trainee outcomes.58 Our communications with abstract authors did not yield any relevant additional information.

Figure 2
Search and selection of included meeting abstracts.

Study Settings, Designs, and Outcomes

Six of 8 included studies occurred in an internal medicine inpatient setting: 4 in university hospitals,44, 46, 47, 50 1 in a public safety‐net hospital,48 and 1 in a community teaching hospital.51 The remaining 2 studied the inpatient pediatric wards in university hospitals.45, 49

In 7 of 8 included studies, trainees were assigned to work with hospitalists or nonhospitalists according to the study site's standard method for allocating trainees to rotations; trainees were not allowed to choose their supervising attending. We considered these studies to be quasirandomized. The other study compared nonhospitalist attending evaluations the year prior to implementing hospitalists to hospitalist attending evaluations the year afterward.45

Studies measured trainee attitudes through routinely administered evaluations,46, 47, 49, 51 dedicated surveys,44, 48, 50 or both.45 One also qualitatively coded trainees' written responses to determine themes.48

Characteristics of Learners

Studies assessed only residents,44, 45, 51 only third‐year medical students,46, 49, 50 or residents and third‐year and fourth‐year medical students.47, 48 The amount of time trainees spent with each attending physician ranged from 2 to 4 weeks. One‐half of the studies reported the number of trainees responding to surveys in each attending group. Two studies had an equivalent number of trainees respond for each attending group,47, 49 while the other 2 had approximately twice as many trainees working with hospitalists respond.46, 50 No studies reported other characteristics of trainees assigned to the different attending groups.

Characteristics of Attendings

Hospitalists were described as attending between 12 and 32 weeks per year while nonhospitalists worked 2 to 12 weeks, except in 1 study where nonhospitalists worked 28 weeks (Table 1).49 Two studies separated nonhospitalists into general internists and subspecialists47, 48 but only 1 contrasted the weeks on service for the 2 groups of nonhospitalists.48 On average, hospitalists tended to be younger and have less experience than nonhospitalist attendings (Table 1). In those reporting attending gender, there was no significant difference between the 2 attending groups.

Methodological Quality

Because all of the included studies only evaluated trainee attitudes, they were all coded as Level 1 by the Kirkpatrick hierarchy for covering learners' views on the learning experience, its organization, presentation, content, teaching methods, and aspects of the instructional organization, materials, quality of instruction.23

The methodological quality of the studies varied. Seven studies used a contemporaneous control group, and 145 employed a noncontemporaneous comparison of hospitalists to nonhospitalists. Seven included studies reported the trainee response rate, which varied widely (from 54% to 100%) (Table 1). None of the studies reported whether any other educational interventions that could have biased study results were implemented during the study period. Of the 6 published studies, the strength of the data for 5 studies was rated as a 2 or 3 and for 1 the strength was rated a 4 (Table 1).

Trainee Evaluations Comparing Hospitalists to All Nonhospitalists

The most commonly evaluated attending measures included trainees' overall satisfaction with attendings (n = 8 studies),4451 trainees' ratings of teaching effectiveness (n = 5 studies),44, 46, 47, 49, 50 attending effectiveness of feedback delivery (n = 4 studies),4548 trainees' perceptions of attending knowledge (n = 3 studies),45, 47, 48 and attending involvement of trainees in patient care decisions (n = 3 studies) (Table 2).44, 45, 47 Several other outcomes were reported in 2 or fewer studies (Table 3). All studies reported nonnormally distributed evaluation ratings, with trainee ratings of all attending groups skewed toward high ratings.

Trainee Ratings of Attending Teaching
Number of Studies Evaluated Hospitalists Better Nonhospitalists Better No Difference
  • NOTE: Studies that achieved statistical significant in demonstrating increased trainee satisfaction for each domain are listed in each attending group's column.

  • Hospitalists compared to subspecialists.

  • Hospitalists compared to general internists.

Overall rating of attending 8 44‐46, 47*, 48‐51 47
Teaching effectiveness 5 44, 48‐50 46
Feedback delivery 4 45, 47*, 48 47 46
Involvement of trainees in patient care decisions 3 45, 48 44
Quality of ward rounds 2 44, 49
Effectiveness as a role model 2 45, 48
Communication of rotation goals 1 46
Emphasizes evidence‐based care 1 48
Emphasizes cost‐effective care 1 47
Availability 2 45 48
Perceived knowledge 3 45, 48 47
Bedside teaching 1 45
Apparent interest in psychosocial aspects of care 1 47* 47
Results of Studies Evaluating Hospitalists vs. Nonhospitalists
Reference Citation, Location, Year Study Design Major Findings Data Strength
  • Meeting abstracts.

  • Brigham & Womens Hospitals University of California‐San Fransisco, University of Chicago, University of Washington, University of Illinois, University of New Mexico.

  • NOTE: Shows the individual study results for outcomes measured in 3 or more studies.

  • Abbreviations: CI, confidence interval, MS, medical student; PGC, postgraduate year; SD, standard deviation.

Chung et al.,44 University of Chicago, 2002 Retrospective, quasirandomized with contemporaneous controls % of Internal Medicine house staff very satisfied with Internal Medicine attendings (5‐point scale, 5 = very satisfied): End of month: hospitalist 58%, nonhospitalist 39%; end of year: hospitalists 76%, nonhospitalists 48%. Compared to residents who did not work with hospitalists, residents with experience with hospitalists had fewer concerns about loss of autonomy (8% vs. 41%, P = 0.02), and no difference in concerns about exposure to different faculty (41% vs. 60%, P = 0.08) 2
Landrigan et al.,45 Children's Hospital, Boston, 2002 Retrospective, single group with historical control Overall satisfaction with inpatient experience (4‐point scale, 4 = extremely satisfied): interns, 3.5 with hospitalists, 3.2 with nonhospitalists. PGY3, 3.5 with hospitalists, 3.5 with nonhospitalists. Rating of teaching effectiveness (5‐point scale, 5 = excellent): hospitalists 4.7, nonhospitalists 4.4. PGY3s reported less ability to make decisions independently, less ability to supervise with hospitalist attendings, but differences did not meet statistical significance (P = 0.07). 2
Hunter et al.,46 Oregon Health & Sciences, 2004 Retrospective, quasirandomized with contemporaneous controls MS3 combined overall rating of attending during Internal Medicine clerkship (9‐point scale, 9 = outstanding): hospitalists 8.56, nonhospitalists 8.22. Combined rating was a composite of 7 parameters (communication of rotation goals, establishing learning climate, use of educational time, teaching style, evaluation and feedback, contribution to growth and development, and effectiveness as clinical teacher). 3
Hauer et al.,47 University of California, San Francisco, 2004 Retrospective, quasirandomized with contemporaneous controls Internal medicine house staff, MS4 and MS3 overall satisfaction with Internal Medicine attending (9‐point scale, 9 = excellent): hospitalists 8.3 (SD 0.9), nonhospitalist general internists 7.9 (SD 1.3), subspecialists 8.1 (SD 1.7); P = 0.01 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.20 for comparison of hospitalists vs. subspecialists. Attending teaching effectiveness (5‐point scale, 5 = excellent): hospitalists 4.8 (SD 0.6), general internists 4.5 (SD 0.8), specialists 4.5 (SD 1.1); P < 0.001 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.03 for comparison of hospitalists vs. subspecialists. Attending knowledge (9‐point scale): hospitalists 8.2 (SD 1.1), nonhospitalists 7.9 (SD 1.2), subspecialists 8.1 (SD 1.5); P < 0.01 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.10 for comparison of hospitalists vs. subspecialists. Attending valuation of trainee opinions (9‐point scale): hospitalists 8.3 (SD 0.9), nonhospitalist generalists 8.2 (SD 1.3), subspecialists 8.1 (SD 1.7); P = 0.20 for comparison of hospitalists vs. nonhospitalist generalists; P = 0.60 for comparison of hospitalist vs. subspecialists. Provision of feedback (9‐point scale): hospitalists 7.9 (SD 1.6), nonhospitalist generalists 7.2 (SD 2.3), subspecialists 7.0 (SD 2.5); P < 0.01 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.01 for comparison of hospitalists vs. subspecialists. 4
Kripalani et al.,48 Grady Memorial, 2004 Retrospective, quasirandomized with contemporaneous controls Internal medicine house staff, MS4 and MS3 satisfaction with Internal Medicine attending teaching effectiveness (25‐item McGill Clinical Tutor Evaluation, maximum score 150): hospitalists 134.5 (95% CI, 130.2‐138.8), general internists 135.0 (95% CI, 131.2‐138.8), specialists 126.3 (95% CI, 120.4‐132.1). 3
Geskey and Kees‐Folts,49 Penn State Children's Hospital, 2007 Retrospective, quasirandomized with contemporaneous controls MS3 overall satisfaction with Pediatric attending teaching (4‐point scale, 4 = excellent), hospitalists 3.9, nonhospitalists 3.0. MS3s rated hospitalists higher than nonhospitalists in all 4 attending characteristics measured: teaching effectiveness, effectiveness as a pediatrician, student advocacy effectiveness, and overall. 3
Arora et al.,50 Multiple sites, 2005*, Retrospective, quasirandomized with contemporaneous controls MS3 overall satisfaction with Internal Medicine clerkship (5‐point scale, 5 = very satisfied): hospitalists 4.5, nonhospitalists 4.3. Trends toward greater emphasis on education (P = 0.07) and higher quality attending rounds (P = 0.07) with hospitalists. Effects of hospitalists on resident perceptions of autonomy not reported. 2
Chintharajah and Aronowitz,51 California Pacific Medical Center, 2006* Retrospective, with contemporaneous controls. Method of assignment to attending type not stated. Internal Medicine house staff ratings of Internal Medicine attendings: Using a 9‐point scale in 1998‐2002, then 5‐point scale in 2003‐2005, Hospitalists were rated higher than nonhospitalists in all areas assessed in 1998‐2002, but were rated higher in only 3 areas in 2003‐2005 (accessibility, feedback, and teaching procedures.) Data not shown. 1

Of the 8 studies comparing hospitalists to all nonhospitalists, trainees were statistically significantly more satisfied with hospitalists in all but 1 (Table 3).4451 Hospitalists' overall teaching effectiveness was rated significantly higher in 4 studies,44, 47, 49, 50 but 1 did not demonstrate a difference.46 Hospitalists were also rated higher at feedback delivery compared to all nonhospitalists, with 2 studies45, 47 and 1 abstract reporting hospitalists' superiority. One other study showed increased satisfaction with hospitalists' feedback only compared to subspecialists.48 Hospitalists were perceived as being more knowledgeable and allowing greater trainee involvement in patient care decisions, in 2 of 3 studies addressing each of these questions. In order to evaluate preconceived notions, 1 study demonstrated that residents who never worked with hospitalists were significantly more concerned about hospitalists negatively impacting their clinical autonomy than residents who had worked with hospitalists at least once.44

Hospitalists were rated as more available in 1 study45 with a trend toward more availability in another.47 Trainee satisfaction was higher with hospitalists on other measures including quality of ward rounds,44, 49 effectiveness as a role model,45, 48 communication of rotations' goals,46 emphasis on evidence‐based medicine,48 and emphasis on cost‐effective care.47 In 1 study, trainees were significantly more satisfied with the bedside teaching of nonhospitalists.45 In another, trainees felt that, compared to hospitalists, general internists seemed to be more interested in the psychosocial aspects of patients' care.48

Trainee Evaluations Comparing Hospitalists to Outpatient Generalists and Subspecialists

Of the studies that examined whether the type of nonhospitalist (general internist vs. subspecialist) impacted trainee ratings, 1 showed that trainees were equally satisfied with hospitalists and general internists but that general internists were rated higher than hospitalists for feedback delivery.48 Hospitalists were rated significantly higher than subspecialists overall and for feedback delivery.48 The other study that subclassified nonhospitalists into general internists and subspecialists showed that hospitalists were more highly rated than both general internists and subspecialists overall and for teaching effectiveness and feedback delivery.47

DISCUSSION

This systematic review of the literature describing hospitalists as educators shows that trainees are generally more satisfied with hospitalists than nonhospitalists on their inpatient rotations. Hospitalists were rated more highly than traditional ward attendings overall, and for teaching effectiveness44, 47, 49, 50 and feedback delivery.45, 47 Limited data (3 studies each) indicates that trainees perceive hospitalists as being at least as knowledgeable as traditional attendings, and encouraging similar levels of trainee involvement in patient care decisions. Trainees may be more satisfied with hospitalists than with general internists or subspecialists, although some comparisons have shown that general internists may be preferred. No studies have evaluated the impact of hospitalists on trainee outcomes beyond satisfaction, such as knowledge acquisition, rotation grades, or clinical performance.

Our review suggests that, with increased time spent on the wards, hospitalists exhibit attributes consistent with specialization in inpatient care.1, 14 Hospitalists were noted to emphasize cost‐effectiveness47 and evidence‐based medicine48 and to conduct higher‐quality ward rounds.44, 49 Hospitalists are uniquely qualified to teach about inpatient goals and processes such as decreasing length of stay in the hospital and cost‐effective care.1, 3, 7, 12, 15 Trainees see hospitalists as role models,45, 47 and the site‐defined nature of hospital medicine promotes trainees' access to hospitalist attendings. Such accessibility has been described as an independent attribute of excellent physician role models,59, 60, 62 Our findings from our methodologically rigorous systematic review of the literature extend the conclusions of a narrative review of the literature on hospitalists as educators that also identified favorable ratings of hospitalists, with some unresolved concerns about resident autonomy and the role of subspecialist teachers in hospitalist systems.63

Diminished trainee autonomy was an early concern about hospitalists in academic medical centers.16, 20, 21 In the earliest study we identified that assessed autonomy, trainees perceived similar amounts of autonomy with hospitalists compared to nonhospitalists.44 Interestingly, house staff in more experienced hospitalist models even described experiencing increased involvement in patient care when supervised by hospitalist attendings in both the pediatric and internal medicine settings.45, 47 Hospitalists might also generate more clinical diversity for house staff by reducing length of stay and thereby enhancing opportunities for learning with newly admitted patients.13, 14, 64

The studies that did not demonstrate increased satisfaction with hospitalists may be instructive as well. One negative study46 reported results from a program that instituted the hospitalist model in response to declining trainee satisfaction. With an emphasis on improving the educational experience, nonhospitalist physicians who were already rated highly as teachers were also selected to attend on the wards. Nonetheless, trainees still were more satisfied with hospitalists overall. One study showed that hospitalists were rated more highly than subspecialists when delivering feedback but less so than general internists.47 The authors suggest that their general internists may have been at a more optimum demographic by being a few more years out of training; such correlations of age and rank to evaluations have not been previously described.60, 61

The disadvantages of hospitalists in trainee education identified by this systematic review include the quality of bedside teaching in one study45 and interest in psychosocial aspects of care in another48 compared to general internists. The decline in satisfaction with bedside teaching is a concern but the comparison was noncontemporaneous and the authors explained that the team size increased and resulted in an overall decrease in time at the bedside.45 The concern that decreased patient length of stays may translate to less time spent with patients and less bedside teaching is not new.18 Although hospitalists have shown particular educational advantages, the balance of clinical efficiency and education remains challenging. Trainees' perception that hospitalists were less interested in the psychosocial aspects of care compared to general internists48 was also anticipated when inpatient attending models began to shift, because hospitalization may now be viewed by trainees as discontinuous from a patient's outpatient care and social situation.18 Nevertheless, hospitalists have been able to achieve such quality measures as decreased length of stay without decreasing patient satisfaction.10, 12

Our study has several limitations. First, all attendings were rated highly in all studies. These high ratings are commonly seen with educational evaluations,65 and this phenomenon creates a ceiling effect that limits variability within the group. Nevertheless, trainees rated hospitalists significantly higher than nonhospitalists overall in all of the included studies. The impact of these small but significant differences on trainees' learning and future clinical performance is unknown. Additionally, the distinction between hospitalists and nonhospitalists was not universal. Initially, it was proposed that academic hospitalists work as hospitalists 3 to 6 months each year.1 This definition is sustained through almost all included studies that reported attending time on the wards, with hospitalists working 3 to 7 months and nonhospitalists working less than 3 months, but observed variability does not permit a universal hospitalist definition. It is possible that publication bias influenced our findings toward positive ratings of hospitalists; we reviewed and included meeting abstracts to minimize this bias. We did not review family medicine meeting abstracts.

The included studies had some methodologic strengths, including quasirandom assignment of trainees and use of a contemporaneous control group in almost all studies. However, the overall methodologic strength was fair given limitations in response rates and reporting of cointerventions; we thus considered most studies to represent trends rather than definitive results. Finally, all of the studies meeting our inclusion criteria to date only evaluated trainees' attitudes and beliefs. Because knowledge and skills were not objectively assessed, it is unclear how increased trainee satisfaction translates to knowledge and skill acquisition on the wards. However, Miller's pyramid and its proposed modification, the Cambridge model, suggest that targeting attitudes precedes knowledge acquisition,66 and our study suggests the need for a research agenda examining the impact of hospitalists on trainees' future performance. Griffith et al.67 demonstrated an association between increased satisfaction with teaching and medical students' performance on clerkship examinations and the U.S. Medical Licensing Examination (USMLE) Step 2.

Overall, trainees were more satisfied with hospitalists' teaching and feedback delivery. Our literature search shows that, although there are a limited number of studies of varying level of quality that cannot be compared using meta‐analytic techniques, the currently available data suggests that hospitalists lead to improved learner satisfaction. More studies to delineate the differences between hospitalists and nonhospitalist general internists are needed. Continued exploration of the effects of attending age and rank on trainee learning may help determine whether this effect is reproducible, and what facets of attendings' teaching actually impact trainees' knowledge, skill acquisition, and behaviors. Since all studies only evaluated attitudes, studies analyzing knowledge and skills are required to more fully understand the educational outcomes of the hospitalist model.

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Article PDF
Issue
Journal of Hospital Medicine - 4(8)
Page Number
490-498
Legacy Keywords
clinical clerkship/methods, hospitalist, hospital teaching, internship methods, program evaluation, residency/methods
Sections
Article PDF
Article PDF

Wachter and Goldman1 described the hospitalist model for inpatient care more than a decade ago. The Society of Hospital Medicine (SHM) defines hospitalists as physicians whose primary professional focus is the general medical care of hospitalized patients. Their activities include patient care, teaching, research, and leadership related to hospital medicine.2 This care delivery model has enjoyed exponential growth, with approximately 20,000 hospitalists in the United States, and an estimated 30,000 by the end of the decade.35 Currently, 29% of hospitals, including 55% with at least 200 beds, employ hospitalists to coordinate inpatient care.6 Data suggests that hospitalists promote cost containment and decrease length of stay without negatively affecting rates of death, readmission, or patient satisfaction.715

In academic settings, hospitalists also provide a substantial amount of teaching to trainees,1618 and the hospitalist model represents a fundamental change in inpatient education delivery. Traditional ward attendings typically consisted of a heterogeneous group of subspecialists, laboratory‐based clinician scientists, and general internists, many of whom attended and taught relatively infrequently. By virtue of focusing purely on inpatient care, hospitalists are more intimately involved with inpatient care systems, as well as teaching challenges (and opportunities) in the inpatient setting. The theoretical educational benefits of hospitalists include greater availability, more expertise in hospital medicine, and more emphasis on cost‐effective care.7, 18, 19 Concerns that trainees would have diminished autonomy and less exposure to subspecialist care have not been borne out.16, 20, 21

The purpose of this study was to examine the role of hospitalists on inpatient trainee education. We systematically reviewed the literature to determine the impact of hospitalists compared to nonhospitalist attendings on medical students' and residents' education.

MATERIALS AND METHODS

Data Sources

We searched the MEDLINE, Database of Reviews of Effectiveness (DARE), National Health Service (NHS) Economic Evaluation Database (EED), Health Technology Assessment (HTA), and Cochrane Collaboration databases for citations using the term hospitalist through November 2007, and updated the literature search through October 1, 2008. Additionally, we manually searched the bibliographies of relevant retrieved articles and national meeting abstracts from the SHM (2002‐2007), Society of General Internal Medicine (SGIM) (2001‐2007), and Pediatric Academic Societies (PAS) (2000‐2007). The authors of included meeting abstracts were contacted for additional information.

Data Selection

We included English‐language studies that reported the effects of hospitalist attending physicians on the knowledge, skills, or attitudes of medical students or residents in an inpatient setting, and compared these outcomes to a comparison group of trainees taught by nonhospitalist attending physicians. We excluded opinion articles, review articles, descriptions of curricula, surveys of program leaders, and evaluations of teaching without trainee assessments.

Data Extraction

We developed a standardized data extraction form based on the Best Evidence Medical Education (BEME) Collaboration protocol.22 The following information was extracted from each article: study design and measurement scale; attending and trainee information; study setting; response rate, if available; outcomes measuring attending physician's teaching ability; and outcomes assessing trainees' attitudes, knowledge, and skills. Open‐ended items solicited overall impression, concerns, new insights, and avenues for research not already captured in the data extraction form. A meta‐analysis was not performed due to varying measures for teacher assessments.

One investigator (P.N.) performed the literature search and a second investigator (K.E.H.) reviewed and confirmed the appropriateness of the articles retained and excluded based on review of the titles and abstracts. Next, 3 investigators (P.N., K.E.H., S.R.) confirmed that all the included articles met inclusion criteria. All 3 independently abstracted each article and coded the strength of findings and methodological quality based on: (1) response rate: (2) number of trainees and attendings; (3) control for additional education interventions; (4) explicit indication of random allocation of trainees to attendings; and (5) presence of a contemporaneous comparison group of nonhospitalist attendings. The level of behavioral impact by the 4‐level Kirkpatrick hierarchy was also recorded for each study to assess the strength of the intervention.23 The strength of data was rated for each study on a scale of 1 to 5, with 1 = no clear conclusions can be drawn; 2 = results ambiguous, but appears to be a trend; 3 = conclusions can probably be based on results; 4 = results are clear and very likely to be true; and 5 = results are unequivocal. Disagreements about search criteria, data extraction, and classification of study results were resolved by consensus.

RESULTS

Search Results

The database searches yielded 711 articles (Figure 1). Based on review of titles and abstracts, 32 articles were retrieved for full‐text review. During full‐text review, we eliminated 26 studies because they had no nonhospitalist control group,7, 16, 18, 2427 were opinion or review articles,19, 21, 2834 examined hospitalists' roles without trainee outcomes,17, 3540 surveyed program administration,41 or did not involve hospitalists.42, 43 Ultimately, 6 citations published between 2002 and 2007 met all inclusion criteria (Table 1).4449 The updated literature search through October 1, 2008 did not yield any additional relevant studies.

Figure 1
Search and selection of included articles.
Summary of Studies
Location, yearreference Learners (n) Number of Attendings Attending Ward Responsibilities (weeks per year) Attending Experience (mean years postgraduation) Attending Gender (% female) Survey Response Rate (%) Data Strength
  • Meeting abstracts.

  • Brigham & Women's Hospital, University of California San Francisco, University of Chicago, University of Washington, University of Illinois, University of New Mexico.

  • Data strength: 1 (no clear conclusions can be drawn), 2 (results ambiguous, but appears to be a trend), 3 (conclusions can probably be based on results), 4 (results are clear and very likely to be true), 5 (results are unequivocal).

University of Chicago, 200244 PGY‐unspecified (86) 2‐4 hospitalists; unknown nonhospitalists 12‐24 hospitalists; 4‐8 nonhospitalists 58 2
Children's Hospital, Boston, 200245 PGY‐1, PGY‐3 (unknown) 8 hospitalists; 75 nonhospitalists 12‐16 hospitalists; 2‐4 nonhospitalists 63 2
Oregon Health & Sciences, 200446 MS3 (138) 6 hospitalists; 11 nonhospitalists 22.8 hospitalists; 6.4 nonhospitalists 4.2 hospitalists; 10.9 nonhospitalists 2/6 (33%) hospitalists; 4/11 (36%) nonhospitalists 72 3
University of California, San Francisco, 200447 MS3‐4, PGY1‐3 (917) 17 hospitalists; 39 general internists; 13 subspecialists 12 hospitalists; 3.24 nonhospitalists 6/17 (35%) hospitalists; 17/52 (33%) nonhospitalists 91 4
Grady Memorial, 200448 MS3‐4, PGY1‐3 (unknown) 12 hospitalists; 27 general internists; 51 subspecialists 24 hospitalists; 6 nonhospitalists 6.1 hospitalists; 9.7 general internists; 21.6 subspecialists 6/12 (50%) hospitalists; 16/51 (31%) nonhospitalists 81 3
Penn State Children's Hospital, 200749 MS3 (67) 2 hospitalists; 8 nonhospitalists 2 MDs covered 32 hospitalists; 8 MDs covered 28 nonhospitalists 1/2 (50%) hospitalists; 2/8 (25%) nonhospitalists 100 3
Multiple sites, 200550* MS3 (294) 54 2
California Pacific Medical Center, 200651* PGY‐unspecified (unknown) 1

Examination of meeting abstracts yielded a total of 7,062 abstracts (Figure 2), of which 9 abstracts were retrieved for full‐text review. Two abstracts met inclusion criteria (Table 1).50, 51 Excluded meeting abstracts included published studies that were already abstracted as manuscripts,52, 53 had no nonhospitalist control group,54, 55 did not involve hospitalists,56 surveyed program administrators,57 or examined hospitalists' roles without trainee outcomes.58 Our communications with abstract authors did not yield any relevant additional information.

Figure 2
Search and selection of included meeting abstracts.

Study Settings, Designs, and Outcomes

Six of 8 included studies occurred in an internal medicine inpatient setting: 4 in university hospitals,44, 46, 47, 50 1 in a public safety‐net hospital,48 and 1 in a community teaching hospital.51 The remaining 2 studied the inpatient pediatric wards in university hospitals.45, 49

In 7 of 8 included studies, trainees were assigned to work with hospitalists or nonhospitalists according to the study site's standard method for allocating trainees to rotations; trainees were not allowed to choose their supervising attending. We considered these studies to be quasirandomized. The other study compared nonhospitalist attending evaluations the year prior to implementing hospitalists to hospitalist attending evaluations the year afterward.45

Studies measured trainee attitudes through routinely administered evaluations,46, 47, 49, 51 dedicated surveys,44, 48, 50 or both.45 One also qualitatively coded trainees' written responses to determine themes.48

Characteristics of Learners

Studies assessed only residents,44, 45, 51 only third‐year medical students,46, 49, 50 or residents and third‐year and fourth‐year medical students.47, 48 The amount of time trainees spent with each attending physician ranged from 2 to 4 weeks. One‐half of the studies reported the number of trainees responding to surveys in each attending group. Two studies had an equivalent number of trainees respond for each attending group,47, 49 while the other 2 had approximately twice as many trainees working with hospitalists respond.46, 50 No studies reported other characteristics of trainees assigned to the different attending groups.

Characteristics of Attendings

Hospitalists were described as attending between 12 and 32 weeks per year while nonhospitalists worked 2 to 12 weeks, except in 1 study where nonhospitalists worked 28 weeks (Table 1).49 Two studies separated nonhospitalists into general internists and subspecialists47, 48 but only 1 contrasted the weeks on service for the 2 groups of nonhospitalists.48 On average, hospitalists tended to be younger and have less experience than nonhospitalist attendings (Table 1). In those reporting attending gender, there was no significant difference between the 2 attending groups.

Methodological Quality

Because all of the included studies only evaluated trainee attitudes, they were all coded as Level 1 by the Kirkpatrick hierarchy for covering learners' views on the learning experience, its organization, presentation, content, teaching methods, and aspects of the instructional organization, materials, quality of instruction.23

The methodological quality of the studies varied. Seven studies used a contemporaneous control group, and 145 employed a noncontemporaneous comparison of hospitalists to nonhospitalists. Seven included studies reported the trainee response rate, which varied widely (from 54% to 100%) (Table 1). None of the studies reported whether any other educational interventions that could have biased study results were implemented during the study period. Of the 6 published studies, the strength of the data for 5 studies was rated as a 2 or 3 and for 1 the strength was rated a 4 (Table 1).

Trainee Evaluations Comparing Hospitalists to All Nonhospitalists

The most commonly evaluated attending measures included trainees' overall satisfaction with attendings (n = 8 studies),4451 trainees' ratings of teaching effectiveness (n = 5 studies),44, 46, 47, 49, 50 attending effectiveness of feedback delivery (n = 4 studies),4548 trainees' perceptions of attending knowledge (n = 3 studies),45, 47, 48 and attending involvement of trainees in patient care decisions (n = 3 studies) (Table 2).44, 45, 47 Several other outcomes were reported in 2 or fewer studies (Table 3). All studies reported nonnormally distributed evaluation ratings, with trainee ratings of all attending groups skewed toward high ratings.

Trainee Ratings of Attending Teaching
Number of Studies Evaluated Hospitalists Better Nonhospitalists Better No Difference
  • NOTE: Studies that achieved statistical significant in demonstrating increased trainee satisfaction for each domain are listed in each attending group's column.

  • Hospitalists compared to subspecialists.

  • Hospitalists compared to general internists.

Overall rating of attending 8 44‐46, 47*, 48‐51 47
Teaching effectiveness 5 44, 48‐50 46
Feedback delivery 4 45, 47*, 48 47 46
Involvement of trainees in patient care decisions 3 45, 48 44
Quality of ward rounds 2 44, 49
Effectiveness as a role model 2 45, 48
Communication of rotation goals 1 46
Emphasizes evidence‐based care 1 48
Emphasizes cost‐effective care 1 47
Availability 2 45 48
Perceived knowledge 3 45, 48 47
Bedside teaching 1 45
Apparent interest in psychosocial aspects of care 1 47* 47
Results of Studies Evaluating Hospitalists vs. Nonhospitalists
Reference Citation, Location, Year Study Design Major Findings Data Strength
  • Meeting abstracts.

  • Brigham & Womens Hospitals University of California‐San Fransisco, University of Chicago, University of Washington, University of Illinois, University of New Mexico.

  • NOTE: Shows the individual study results for outcomes measured in 3 or more studies.

  • Abbreviations: CI, confidence interval, MS, medical student; PGC, postgraduate year; SD, standard deviation.

Chung et al.,44 University of Chicago, 2002 Retrospective, quasirandomized with contemporaneous controls % of Internal Medicine house staff very satisfied with Internal Medicine attendings (5‐point scale, 5 = very satisfied): End of month: hospitalist 58%, nonhospitalist 39%; end of year: hospitalists 76%, nonhospitalists 48%. Compared to residents who did not work with hospitalists, residents with experience with hospitalists had fewer concerns about loss of autonomy (8% vs. 41%, P = 0.02), and no difference in concerns about exposure to different faculty (41% vs. 60%, P = 0.08) 2
Landrigan et al.,45 Children's Hospital, Boston, 2002 Retrospective, single group with historical control Overall satisfaction with inpatient experience (4‐point scale, 4 = extremely satisfied): interns, 3.5 with hospitalists, 3.2 with nonhospitalists. PGY3, 3.5 with hospitalists, 3.5 with nonhospitalists. Rating of teaching effectiveness (5‐point scale, 5 = excellent): hospitalists 4.7, nonhospitalists 4.4. PGY3s reported less ability to make decisions independently, less ability to supervise with hospitalist attendings, but differences did not meet statistical significance (P = 0.07). 2
Hunter et al.,46 Oregon Health & Sciences, 2004 Retrospective, quasirandomized with contemporaneous controls MS3 combined overall rating of attending during Internal Medicine clerkship (9‐point scale, 9 = outstanding): hospitalists 8.56, nonhospitalists 8.22. Combined rating was a composite of 7 parameters (communication of rotation goals, establishing learning climate, use of educational time, teaching style, evaluation and feedback, contribution to growth and development, and effectiveness as clinical teacher). 3
Hauer et al.,47 University of California, San Francisco, 2004 Retrospective, quasirandomized with contemporaneous controls Internal medicine house staff, MS4 and MS3 overall satisfaction with Internal Medicine attending (9‐point scale, 9 = excellent): hospitalists 8.3 (SD 0.9), nonhospitalist general internists 7.9 (SD 1.3), subspecialists 8.1 (SD 1.7); P = 0.01 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.20 for comparison of hospitalists vs. subspecialists. Attending teaching effectiveness (5‐point scale, 5 = excellent): hospitalists 4.8 (SD 0.6), general internists 4.5 (SD 0.8), specialists 4.5 (SD 1.1); P < 0.001 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.03 for comparison of hospitalists vs. subspecialists. Attending knowledge (9‐point scale): hospitalists 8.2 (SD 1.1), nonhospitalists 7.9 (SD 1.2), subspecialists 8.1 (SD 1.5); P < 0.01 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.10 for comparison of hospitalists vs. subspecialists. Attending valuation of trainee opinions (9‐point scale): hospitalists 8.3 (SD 0.9), nonhospitalist generalists 8.2 (SD 1.3), subspecialists 8.1 (SD 1.7); P = 0.20 for comparison of hospitalists vs. nonhospitalist generalists; P = 0.60 for comparison of hospitalist vs. subspecialists. Provision of feedback (9‐point scale): hospitalists 7.9 (SD 1.6), nonhospitalist generalists 7.2 (SD 2.3), subspecialists 7.0 (SD 2.5); P < 0.01 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.01 for comparison of hospitalists vs. subspecialists. 4
Kripalani et al.,48 Grady Memorial, 2004 Retrospective, quasirandomized with contemporaneous controls Internal medicine house staff, MS4 and MS3 satisfaction with Internal Medicine attending teaching effectiveness (25‐item McGill Clinical Tutor Evaluation, maximum score 150): hospitalists 134.5 (95% CI, 130.2‐138.8), general internists 135.0 (95% CI, 131.2‐138.8), specialists 126.3 (95% CI, 120.4‐132.1). 3
Geskey and Kees‐Folts,49 Penn State Children's Hospital, 2007 Retrospective, quasirandomized with contemporaneous controls MS3 overall satisfaction with Pediatric attending teaching (4‐point scale, 4 = excellent), hospitalists 3.9, nonhospitalists 3.0. MS3s rated hospitalists higher than nonhospitalists in all 4 attending characteristics measured: teaching effectiveness, effectiveness as a pediatrician, student advocacy effectiveness, and overall. 3
Arora et al.,50 Multiple sites, 2005*, Retrospective, quasirandomized with contemporaneous controls MS3 overall satisfaction with Internal Medicine clerkship (5‐point scale, 5 = very satisfied): hospitalists 4.5, nonhospitalists 4.3. Trends toward greater emphasis on education (P = 0.07) and higher quality attending rounds (P = 0.07) with hospitalists. Effects of hospitalists on resident perceptions of autonomy not reported. 2
Chintharajah and Aronowitz,51 California Pacific Medical Center, 2006* Retrospective, with contemporaneous controls. Method of assignment to attending type not stated. Internal Medicine house staff ratings of Internal Medicine attendings: Using a 9‐point scale in 1998‐2002, then 5‐point scale in 2003‐2005, Hospitalists were rated higher than nonhospitalists in all areas assessed in 1998‐2002, but were rated higher in only 3 areas in 2003‐2005 (accessibility, feedback, and teaching procedures.) Data not shown. 1

Of the 8 studies comparing hospitalists to all nonhospitalists, trainees were statistically significantly more satisfied with hospitalists in all but 1 (Table 3).4451 Hospitalists' overall teaching effectiveness was rated significantly higher in 4 studies,44, 47, 49, 50 but 1 did not demonstrate a difference.46 Hospitalists were also rated higher at feedback delivery compared to all nonhospitalists, with 2 studies45, 47 and 1 abstract reporting hospitalists' superiority. One other study showed increased satisfaction with hospitalists' feedback only compared to subspecialists.48 Hospitalists were perceived as being more knowledgeable and allowing greater trainee involvement in patient care decisions, in 2 of 3 studies addressing each of these questions. In order to evaluate preconceived notions, 1 study demonstrated that residents who never worked with hospitalists were significantly more concerned about hospitalists negatively impacting their clinical autonomy than residents who had worked with hospitalists at least once.44

Hospitalists were rated as more available in 1 study45 with a trend toward more availability in another.47 Trainee satisfaction was higher with hospitalists on other measures including quality of ward rounds,44, 49 effectiveness as a role model,45, 48 communication of rotations' goals,46 emphasis on evidence‐based medicine,48 and emphasis on cost‐effective care.47 In 1 study, trainees were significantly more satisfied with the bedside teaching of nonhospitalists.45 In another, trainees felt that, compared to hospitalists, general internists seemed to be more interested in the psychosocial aspects of patients' care.48

Trainee Evaluations Comparing Hospitalists to Outpatient Generalists and Subspecialists

Of the studies that examined whether the type of nonhospitalist (general internist vs. subspecialist) impacted trainee ratings, 1 showed that trainees were equally satisfied with hospitalists and general internists but that general internists were rated higher than hospitalists for feedback delivery.48 Hospitalists were rated significantly higher than subspecialists overall and for feedback delivery.48 The other study that subclassified nonhospitalists into general internists and subspecialists showed that hospitalists were more highly rated than both general internists and subspecialists overall and for teaching effectiveness and feedback delivery.47

DISCUSSION

This systematic review of the literature describing hospitalists as educators shows that trainees are generally more satisfied with hospitalists than nonhospitalists on their inpatient rotations. Hospitalists were rated more highly than traditional ward attendings overall, and for teaching effectiveness44, 47, 49, 50 and feedback delivery.45, 47 Limited data (3 studies each) indicates that trainees perceive hospitalists as being at least as knowledgeable as traditional attendings, and encouraging similar levels of trainee involvement in patient care decisions. Trainees may be more satisfied with hospitalists than with general internists or subspecialists, although some comparisons have shown that general internists may be preferred. No studies have evaluated the impact of hospitalists on trainee outcomes beyond satisfaction, such as knowledge acquisition, rotation grades, or clinical performance.

Our review suggests that, with increased time spent on the wards, hospitalists exhibit attributes consistent with specialization in inpatient care.1, 14 Hospitalists were noted to emphasize cost‐effectiveness47 and evidence‐based medicine48 and to conduct higher‐quality ward rounds.44, 49 Hospitalists are uniquely qualified to teach about inpatient goals and processes such as decreasing length of stay in the hospital and cost‐effective care.1, 3, 7, 12, 15 Trainees see hospitalists as role models,45, 47 and the site‐defined nature of hospital medicine promotes trainees' access to hospitalist attendings. Such accessibility has been described as an independent attribute of excellent physician role models,59, 60, 62 Our findings from our methodologically rigorous systematic review of the literature extend the conclusions of a narrative review of the literature on hospitalists as educators that also identified favorable ratings of hospitalists, with some unresolved concerns about resident autonomy and the role of subspecialist teachers in hospitalist systems.63

Diminished trainee autonomy was an early concern about hospitalists in academic medical centers.16, 20, 21 In the earliest study we identified that assessed autonomy, trainees perceived similar amounts of autonomy with hospitalists compared to nonhospitalists.44 Interestingly, house staff in more experienced hospitalist models even described experiencing increased involvement in patient care when supervised by hospitalist attendings in both the pediatric and internal medicine settings.45, 47 Hospitalists might also generate more clinical diversity for house staff by reducing length of stay and thereby enhancing opportunities for learning with newly admitted patients.13, 14, 64

The studies that did not demonstrate increased satisfaction with hospitalists may be instructive as well. One negative study46 reported results from a program that instituted the hospitalist model in response to declining trainee satisfaction. With an emphasis on improving the educational experience, nonhospitalist physicians who were already rated highly as teachers were also selected to attend on the wards. Nonetheless, trainees still were more satisfied with hospitalists overall. One study showed that hospitalists were rated more highly than subspecialists when delivering feedback but less so than general internists.47 The authors suggest that their general internists may have been at a more optimum demographic by being a few more years out of training; such correlations of age and rank to evaluations have not been previously described.60, 61

The disadvantages of hospitalists in trainee education identified by this systematic review include the quality of bedside teaching in one study45 and interest in psychosocial aspects of care in another48 compared to general internists. The decline in satisfaction with bedside teaching is a concern but the comparison was noncontemporaneous and the authors explained that the team size increased and resulted in an overall decrease in time at the bedside.45 The concern that decreased patient length of stays may translate to less time spent with patients and less bedside teaching is not new.18 Although hospitalists have shown particular educational advantages, the balance of clinical efficiency and education remains challenging. Trainees' perception that hospitalists were less interested in the psychosocial aspects of care compared to general internists48 was also anticipated when inpatient attending models began to shift, because hospitalization may now be viewed by trainees as discontinuous from a patient's outpatient care and social situation.18 Nevertheless, hospitalists have been able to achieve such quality measures as decreased length of stay without decreasing patient satisfaction.10, 12

Our study has several limitations. First, all attendings were rated highly in all studies. These high ratings are commonly seen with educational evaluations,65 and this phenomenon creates a ceiling effect that limits variability within the group. Nevertheless, trainees rated hospitalists significantly higher than nonhospitalists overall in all of the included studies. The impact of these small but significant differences on trainees' learning and future clinical performance is unknown. Additionally, the distinction between hospitalists and nonhospitalists was not universal. Initially, it was proposed that academic hospitalists work as hospitalists 3 to 6 months each year.1 This definition is sustained through almost all included studies that reported attending time on the wards, with hospitalists working 3 to 7 months and nonhospitalists working less than 3 months, but observed variability does not permit a universal hospitalist definition. It is possible that publication bias influenced our findings toward positive ratings of hospitalists; we reviewed and included meeting abstracts to minimize this bias. We did not review family medicine meeting abstracts.

The included studies had some methodologic strengths, including quasirandom assignment of trainees and use of a contemporaneous control group in almost all studies. However, the overall methodologic strength was fair given limitations in response rates and reporting of cointerventions; we thus considered most studies to represent trends rather than definitive results. Finally, all of the studies meeting our inclusion criteria to date only evaluated trainees' attitudes and beliefs. Because knowledge and skills were not objectively assessed, it is unclear how increased trainee satisfaction translates to knowledge and skill acquisition on the wards. However, Miller's pyramid and its proposed modification, the Cambridge model, suggest that targeting attitudes precedes knowledge acquisition,66 and our study suggests the need for a research agenda examining the impact of hospitalists on trainees' future performance. Griffith et al.67 demonstrated an association between increased satisfaction with teaching and medical students' performance on clerkship examinations and the U.S. Medical Licensing Examination (USMLE) Step 2.

Overall, trainees were more satisfied with hospitalists' teaching and feedback delivery. Our literature search shows that, although there are a limited number of studies of varying level of quality that cannot be compared using meta‐analytic techniques, the currently available data suggests that hospitalists lead to improved learner satisfaction. More studies to delineate the differences between hospitalists and nonhospitalist general internists are needed. Continued exploration of the effects of attending age and rank on trainee learning may help determine whether this effect is reproducible, and what facets of attendings' teaching actually impact trainees' knowledge, skill acquisition, and behaviors. Since all studies only evaluated attitudes, studies analyzing knowledge and skills are required to more fully understand the educational outcomes of the hospitalist model.

Wachter and Goldman1 described the hospitalist model for inpatient care more than a decade ago. The Society of Hospital Medicine (SHM) defines hospitalists as physicians whose primary professional focus is the general medical care of hospitalized patients. Their activities include patient care, teaching, research, and leadership related to hospital medicine.2 This care delivery model has enjoyed exponential growth, with approximately 20,000 hospitalists in the United States, and an estimated 30,000 by the end of the decade.35 Currently, 29% of hospitals, including 55% with at least 200 beds, employ hospitalists to coordinate inpatient care.6 Data suggests that hospitalists promote cost containment and decrease length of stay without negatively affecting rates of death, readmission, or patient satisfaction.715

In academic settings, hospitalists also provide a substantial amount of teaching to trainees,1618 and the hospitalist model represents a fundamental change in inpatient education delivery. Traditional ward attendings typically consisted of a heterogeneous group of subspecialists, laboratory‐based clinician scientists, and general internists, many of whom attended and taught relatively infrequently. By virtue of focusing purely on inpatient care, hospitalists are more intimately involved with inpatient care systems, as well as teaching challenges (and opportunities) in the inpatient setting. The theoretical educational benefits of hospitalists include greater availability, more expertise in hospital medicine, and more emphasis on cost‐effective care.7, 18, 19 Concerns that trainees would have diminished autonomy and less exposure to subspecialist care have not been borne out.16, 20, 21

The purpose of this study was to examine the role of hospitalists on inpatient trainee education. We systematically reviewed the literature to determine the impact of hospitalists compared to nonhospitalist attendings on medical students' and residents' education.

MATERIALS AND METHODS

Data Sources

We searched the MEDLINE, Database of Reviews of Effectiveness (DARE), National Health Service (NHS) Economic Evaluation Database (EED), Health Technology Assessment (HTA), and Cochrane Collaboration databases for citations using the term hospitalist through November 2007, and updated the literature search through October 1, 2008. Additionally, we manually searched the bibliographies of relevant retrieved articles and national meeting abstracts from the SHM (2002‐2007), Society of General Internal Medicine (SGIM) (2001‐2007), and Pediatric Academic Societies (PAS) (2000‐2007). The authors of included meeting abstracts were contacted for additional information.

Data Selection

We included English‐language studies that reported the effects of hospitalist attending physicians on the knowledge, skills, or attitudes of medical students or residents in an inpatient setting, and compared these outcomes to a comparison group of trainees taught by nonhospitalist attending physicians. We excluded opinion articles, review articles, descriptions of curricula, surveys of program leaders, and evaluations of teaching without trainee assessments.

Data Extraction

We developed a standardized data extraction form based on the Best Evidence Medical Education (BEME) Collaboration protocol.22 The following information was extracted from each article: study design and measurement scale; attending and trainee information; study setting; response rate, if available; outcomes measuring attending physician's teaching ability; and outcomes assessing trainees' attitudes, knowledge, and skills. Open‐ended items solicited overall impression, concerns, new insights, and avenues for research not already captured in the data extraction form. A meta‐analysis was not performed due to varying measures for teacher assessments.

One investigator (P.N.) performed the literature search and a second investigator (K.E.H.) reviewed and confirmed the appropriateness of the articles retained and excluded based on review of the titles and abstracts. Next, 3 investigators (P.N., K.E.H., S.R.) confirmed that all the included articles met inclusion criteria. All 3 independently abstracted each article and coded the strength of findings and methodological quality based on: (1) response rate: (2) number of trainees and attendings; (3) control for additional education interventions; (4) explicit indication of random allocation of trainees to attendings; and (5) presence of a contemporaneous comparison group of nonhospitalist attendings. The level of behavioral impact by the 4‐level Kirkpatrick hierarchy was also recorded for each study to assess the strength of the intervention.23 The strength of data was rated for each study on a scale of 1 to 5, with 1 = no clear conclusions can be drawn; 2 = results ambiguous, but appears to be a trend; 3 = conclusions can probably be based on results; 4 = results are clear and very likely to be true; and 5 = results are unequivocal. Disagreements about search criteria, data extraction, and classification of study results were resolved by consensus.

RESULTS

Search Results

The database searches yielded 711 articles (Figure 1). Based on review of titles and abstracts, 32 articles were retrieved for full‐text review. During full‐text review, we eliminated 26 studies because they had no nonhospitalist control group,7, 16, 18, 2427 were opinion or review articles,19, 21, 2834 examined hospitalists' roles without trainee outcomes,17, 3540 surveyed program administration,41 or did not involve hospitalists.42, 43 Ultimately, 6 citations published between 2002 and 2007 met all inclusion criteria (Table 1).4449 The updated literature search through October 1, 2008 did not yield any additional relevant studies.

Figure 1
Search and selection of included articles.
Summary of Studies
Location, yearreference Learners (n) Number of Attendings Attending Ward Responsibilities (weeks per year) Attending Experience (mean years postgraduation) Attending Gender (% female) Survey Response Rate (%) Data Strength
  • Meeting abstracts.

  • Brigham & Women's Hospital, University of California San Francisco, University of Chicago, University of Washington, University of Illinois, University of New Mexico.

  • Data strength: 1 (no clear conclusions can be drawn), 2 (results ambiguous, but appears to be a trend), 3 (conclusions can probably be based on results), 4 (results are clear and very likely to be true), 5 (results are unequivocal).

University of Chicago, 200244 PGY‐unspecified (86) 2‐4 hospitalists; unknown nonhospitalists 12‐24 hospitalists; 4‐8 nonhospitalists 58 2
Children's Hospital, Boston, 200245 PGY‐1, PGY‐3 (unknown) 8 hospitalists; 75 nonhospitalists 12‐16 hospitalists; 2‐4 nonhospitalists 63 2
Oregon Health & Sciences, 200446 MS3 (138) 6 hospitalists; 11 nonhospitalists 22.8 hospitalists; 6.4 nonhospitalists 4.2 hospitalists; 10.9 nonhospitalists 2/6 (33%) hospitalists; 4/11 (36%) nonhospitalists 72 3
University of California, San Francisco, 200447 MS3‐4, PGY1‐3 (917) 17 hospitalists; 39 general internists; 13 subspecialists 12 hospitalists; 3.24 nonhospitalists 6/17 (35%) hospitalists; 17/52 (33%) nonhospitalists 91 4
Grady Memorial, 200448 MS3‐4, PGY1‐3 (unknown) 12 hospitalists; 27 general internists; 51 subspecialists 24 hospitalists; 6 nonhospitalists 6.1 hospitalists; 9.7 general internists; 21.6 subspecialists 6/12 (50%) hospitalists; 16/51 (31%) nonhospitalists 81 3
Penn State Children's Hospital, 200749 MS3 (67) 2 hospitalists; 8 nonhospitalists 2 MDs covered 32 hospitalists; 8 MDs covered 28 nonhospitalists 1/2 (50%) hospitalists; 2/8 (25%) nonhospitalists 100 3
Multiple sites, 200550* MS3 (294) 54 2
California Pacific Medical Center, 200651* PGY‐unspecified (unknown) 1

Examination of meeting abstracts yielded a total of 7,062 abstracts (Figure 2), of which 9 abstracts were retrieved for full‐text review. Two abstracts met inclusion criteria (Table 1).50, 51 Excluded meeting abstracts included published studies that were already abstracted as manuscripts,52, 53 had no nonhospitalist control group,54, 55 did not involve hospitalists,56 surveyed program administrators,57 or examined hospitalists' roles without trainee outcomes.58 Our communications with abstract authors did not yield any relevant additional information.

Figure 2
Search and selection of included meeting abstracts.

Study Settings, Designs, and Outcomes

Six of 8 included studies occurred in an internal medicine inpatient setting: 4 in university hospitals,44, 46, 47, 50 1 in a public safety‐net hospital,48 and 1 in a community teaching hospital.51 The remaining 2 studied the inpatient pediatric wards in university hospitals.45, 49

In 7 of 8 included studies, trainees were assigned to work with hospitalists or nonhospitalists according to the study site's standard method for allocating trainees to rotations; trainees were not allowed to choose their supervising attending. We considered these studies to be quasirandomized. The other study compared nonhospitalist attending evaluations the year prior to implementing hospitalists to hospitalist attending evaluations the year afterward.45

Studies measured trainee attitudes through routinely administered evaluations,46, 47, 49, 51 dedicated surveys,44, 48, 50 or both.45 One also qualitatively coded trainees' written responses to determine themes.48

Characteristics of Learners

Studies assessed only residents,44, 45, 51 only third‐year medical students,46, 49, 50 or residents and third‐year and fourth‐year medical students.47, 48 The amount of time trainees spent with each attending physician ranged from 2 to 4 weeks. One‐half of the studies reported the number of trainees responding to surveys in each attending group. Two studies had an equivalent number of trainees respond for each attending group,47, 49 while the other 2 had approximately twice as many trainees working with hospitalists respond.46, 50 No studies reported other characteristics of trainees assigned to the different attending groups.

Characteristics of Attendings

Hospitalists were described as attending between 12 and 32 weeks per year while nonhospitalists worked 2 to 12 weeks, except in 1 study where nonhospitalists worked 28 weeks (Table 1).49 Two studies separated nonhospitalists into general internists and subspecialists47, 48 but only 1 contrasted the weeks on service for the 2 groups of nonhospitalists.48 On average, hospitalists tended to be younger and have less experience than nonhospitalist attendings (Table 1). In those reporting attending gender, there was no significant difference between the 2 attending groups.

Methodological Quality

Because all of the included studies only evaluated trainee attitudes, they were all coded as Level 1 by the Kirkpatrick hierarchy for covering learners' views on the learning experience, its organization, presentation, content, teaching methods, and aspects of the instructional organization, materials, quality of instruction.23

The methodological quality of the studies varied. Seven studies used a contemporaneous control group, and 145 employed a noncontemporaneous comparison of hospitalists to nonhospitalists. Seven included studies reported the trainee response rate, which varied widely (from 54% to 100%) (Table 1). None of the studies reported whether any other educational interventions that could have biased study results were implemented during the study period. Of the 6 published studies, the strength of the data for 5 studies was rated as a 2 or 3 and for 1 the strength was rated a 4 (Table 1).

Trainee Evaluations Comparing Hospitalists to All Nonhospitalists

The most commonly evaluated attending measures included trainees' overall satisfaction with attendings (n = 8 studies),4451 trainees' ratings of teaching effectiveness (n = 5 studies),44, 46, 47, 49, 50 attending effectiveness of feedback delivery (n = 4 studies),4548 trainees' perceptions of attending knowledge (n = 3 studies),45, 47, 48 and attending involvement of trainees in patient care decisions (n = 3 studies) (Table 2).44, 45, 47 Several other outcomes were reported in 2 or fewer studies (Table 3). All studies reported nonnormally distributed evaluation ratings, with trainee ratings of all attending groups skewed toward high ratings.

Trainee Ratings of Attending Teaching
Number of Studies Evaluated Hospitalists Better Nonhospitalists Better No Difference
  • NOTE: Studies that achieved statistical significant in demonstrating increased trainee satisfaction for each domain are listed in each attending group's column.

  • Hospitalists compared to subspecialists.

  • Hospitalists compared to general internists.

Overall rating of attending 8 44‐46, 47*, 48‐51 47
Teaching effectiveness 5 44, 48‐50 46
Feedback delivery 4 45, 47*, 48 47 46
Involvement of trainees in patient care decisions 3 45, 48 44
Quality of ward rounds 2 44, 49
Effectiveness as a role model 2 45, 48
Communication of rotation goals 1 46
Emphasizes evidence‐based care 1 48
Emphasizes cost‐effective care 1 47
Availability 2 45 48
Perceived knowledge 3 45, 48 47
Bedside teaching 1 45
Apparent interest in psychosocial aspects of care 1 47* 47
Results of Studies Evaluating Hospitalists vs. Nonhospitalists
Reference Citation, Location, Year Study Design Major Findings Data Strength
  • Meeting abstracts.

  • Brigham & Womens Hospitals University of California‐San Fransisco, University of Chicago, University of Washington, University of Illinois, University of New Mexico.

  • NOTE: Shows the individual study results for outcomes measured in 3 or more studies.

  • Abbreviations: CI, confidence interval, MS, medical student; PGC, postgraduate year; SD, standard deviation.

Chung et al.,44 University of Chicago, 2002 Retrospective, quasirandomized with contemporaneous controls % of Internal Medicine house staff very satisfied with Internal Medicine attendings (5‐point scale, 5 = very satisfied): End of month: hospitalist 58%, nonhospitalist 39%; end of year: hospitalists 76%, nonhospitalists 48%. Compared to residents who did not work with hospitalists, residents with experience with hospitalists had fewer concerns about loss of autonomy (8% vs. 41%, P = 0.02), and no difference in concerns about exposure to different faculty (41% vs. 60%, P = 0.08) 2
Landrigan et al.,45 Children's Hospital, Boston, 2002 Retrospective, single group with historical control Overall satisfaction with inpatient experience (4‐point scale, 4 = extremely satisfied): interns, 3.5 with hospitalists, 3.2 with nonhospitalists. PGY3, 3.5 with hospitalists, 3.5 with nonhospitalists. Rating of teaching effectiveness (5‐point scale, 5 = excellent): hospitalists 4.7, nonhospitalists 4.4. PGY3s reported less ability to make decisions independently, less ability to supervise with hospitalist attendings, but differences did not meet statistical significance (P = 0.07). 2
Hunter et al.,46 Oregon Health & Sciences, 2004 Retrospective, quasirandomized with contemporaneous controls MS3 combined overall rating of attending during Internal Medicine clerkship (9‐point scale, 9 = outstanding): hospitalists 8.56, nonhospitalists 8.22. Combined rating was a composite of 7 parameters (communication of rotation goals, establishing learning climate, use of educational time, teaching style, evaluation and feedback, contribution to growth and development, and effectiveness as clinical teacher). 3
Hauer et al.,47 University of California, San Francisco, 2004 Retrospective, quasirandomized with contemporaneous controls Internal medicine house staff, MS4 and MS3 overall satisfaction with Internal Medicine attending (9‐point scale, 9 = excellent): hospitalists 8.3 (SD 0.9), nonhospitalist general internists 7.9 (SD 1.3), subspecialists 8.1 (SD 1.7); P = 0.01 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.20 for comparison of hospitalists vs. subspecialists. Attending teaching effectiveness (5‐point scale, 5 = excellent): hospitalists 4.8 (SD 0.6), general internists 4.5 (SD 0.8), specialists 4.5 (SD 1.1); P < 0.001 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.03 for comparison of hospitalists vs. subspecialists. Attending knowledge (9‐point scale): hospitalists 8.2 (SD 1.1), nonhospitalists 7.9 (SD 1.2), subspecialists 8.1 (SD 1.5); P < 0.01 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.10 for comparison of hospitalists vs. subspecialists. Attending valuation of trainee opinions (9‐point scale): hospitalists 8.3 (SD 0.9), nonhospitalist generalists 8.2 (SD 1.3), subspecialists 8.1 (SD 1.7); P = 0.20 for comparison of hospitalists vs. nonhospitalist generalists; P = 0.60 for comparison of hospitalist vs. subspecialists. Provision of feedback (9‐point scale): hospitalists 7.9 (SD 1.6), nonhospitalist generalists 7.2 (SD 2.3), subspecialists 7.0 (SD 2.5); P < 0.01 for comparison of hospitalists vs. nonhospitalist generalists, P = 0.01 for comparison of hospitalists vs. subspecialists. 4
Kripalani et al.,48 Grady Memorial, 2004 Retrospective, quasirandomized with contemporaneous controls Internal medicine house staff, MS4 and MS3 satisfaction with Internal Medicine attending teaching effectiveness (25‐item McGill Clinical Tutor Evaluation, maximum score 150): hospitalists 134.5 (95% CI, 130.2‐138.8), general internists 135.0 (95% CI, 131.2‐138.8), specialists 126.3 (95% CI, 120.4‐132.1). 3
Geskey and Kees‐Folts,49 Penn State Children's Hospital, 2007 Retrospective, quasirandomized with contemporaneous controls MS3 overall satisfaction with Pediatric attending teaching (4‐point scale, 4 = excellent), hospitalists 3.9, nonhospitalists 3.0. MS3s rated hospitalists higher than nonhospitalists in all 4 attending characteristics measured: teaching effectiveness, effectiveness as a pediatrician, student advocacy effectiveness, and overall. 3
Arora et al.,50 Multiple sites, 2005*, Retrospective, quasirandomized with contemporaneous controls MS3 overall satisfaction with Internal Medicine clerkship (5‐point scale, 5 = very satisfied): hospitalists 4.5, nonhospitalists 4.3. Trends toward greater emphasis on education (P = 0.07) and higher quality attending rounds (P = 0.07) with hospitalists. Effects of hospitalists on resident perceptions of autonomy not reported. 2
Chintharajah and Aronowitz,51 California Pacific Medical Center, 2006* Retrospective, with contemporaneous controls. Method of assignment to attending type not stated. Internal Medicine house staff ratings of Internal Medicine attendings: Using a 9‐point scale in 1998‐2002, then 5‐point scale in 2003‐2005, Hospitalists were rated higher than nonhospitalists in all areas assessed in 1998‐2002, but were rated higher in only 3 areas in 2003‐2005 (accessibility, feedback, and teaching procedures.) Data not shown. 1

Of the 8 studies comparing hospitalists to all nonhospitalists, trainees were statistically significantly more satisfied with hospitalists in all but 1 (Table 3).4451 Hospitalists' overall teaching effectiveness was rated significantly higher in 4 studies,44, 47, 49, 50 but 1 did not demonstrate a difference.46 Hospitalists were also rated higher at feedback delivery compared to all nonhospitalists, with 2 studies45, 47 and 1 abstract reporting hospitalists' superiority. One other study showed increased satisfaction with hospitalists' feedback only compared to subspecialists.48 Hospitalists were perceived as being more knowledgeable and allowing greater trainee involvement in patient care decisions, in 2 of 3 studies addressing each of these questions. In order to evaluate preconceived notions, 1 study demonstrated that residents who never worked with hospitalists were significantly more concerned about hospitalists negatively impacting their clinical autonomy than residents who had worked with hospitalists at least once.44

Hospitalists were rated as more available in 1 study45 with a trend toward more availability in another.47 Trainee satisfaction was higher with hospitalists on other measures including quality of ward rounds,44, 49 effectiveness as a role model,45, 48 communication of rotations' goals,46 emphasis on evidence‐based medicine,48 and emphasis on cost‐effective care.47 In 1 study, trainees were significantly more satisfied with the bedside teaching of nonhospitalists.45 In another, trainees felt that, compared to hospitalists, general internists seemed to be more interested in the psychosocial aspects of patients' care.48

Trainee Evaluations Comparing Hospitalists to Outpatient Generalists and Subspecialists

Of the studies that examined whether the type of nonhospitalist (general internist vs. subspecialist) impacted trainee ratings, 1 showed that trainees were equally satisfied with hospitalists and general internists but that general internists were rated higher than hospitalists for feedback delivery.48 Hospitalists were rated significantly higher than subspecialists overall and for feedback delivery.48 The other study that subclassified nonhospitalists into general internists and subspecialists showed that hospitalists were more highly rated than both general internists and subspecialists overall and for teaching effectiveness and feedback delivery.47

DISCUSSION

This systematic review of the literature describing hospitalists as educators shows that trainees are generally more satisfied with hospitalists than nonhospitalists on their inpatient rotations. Hospitalists were rated more highly than traditional ward attendings overall, and for teaching effectiveness44, 47, 49, 50 and feedback delivery.45, 47 Limited data (3 studies each) indicates that trainees perceive hospitalists as being at least as knowledgeable as traditional attendings, and encouraging similar levels of trainee involvement in patient care decisions. Trainees may be more satisfied with hospitalists than with general internists or subspecialists, although some comparisons have shown that general internists may be preferred. No studies have evaluated the impact of hospitalists on trainee outcomes beyond satisfaction, such as knowledge acquisition, rotation grades, or clinical performance.

Our review suggests that, with increased time spent on the wards, hospitalists exhibit attributes consistent with specialization in inpatient care.1, 14 Hospitalists were noted to emphasize cost‐effectiveness47 and evidence‐based medicine48 and to conduct higher‐quality ward rounds.44, 49 Hospitalists are uniquely qualified to teach about inpatient goals and processes such as decreasing length of stay in the hospital and cost‐effective care.1, 3, 7, 12, 15 Trainees see hospitalists as role models,45, 47 and the site‐defined nature of hospital medicine promotes trainees' access to hospitalist attendings. Such accessibility has been described as an independent attribute of excellent physician role models,59, 60, 62 Our findings from our methodologically rigorous systematic review of the literature extend the conclusions of a narrative review of the literature on hospitalists as educators that also identified favorable ratings of hospitalists, with some unresolved concerns about resident autonomy and the role of subspecialist teachers in hospitalist systems.63

Diminished trainee autonomy was an early concern about hospitalists in academic medical centers.16, 20, 21 In the earliest study we identified that assessed autonomy, trainees perceived similar amounts of autonomy with hospitalists compared to nonhospitalists.44 Interestingly, house staff in more experienced hospitalist models even described experiencing increased involvement in patient care when supervised by hospitalist attendings in both the pediatric and internal medicine settings.45, 47 Hospitalists might also generate more clinical diversity for house staff by reducing length of stay and thereby enhancing opportunities for learning with newly admitted patients.13, 14, 64

The studies that did not demonstrate increased satisfaction with hospitalists may be instructive as well. One negative study46 reported results from a program that instituted the hospitalist model in response to declining trainee satisfaction. With an emphasis on improving the educational experience, nonhospitalist physicians who were already rated highly as teachers were also selected to attend on the wards. Nonetheless, trainees still were more satisfied with hospitalists overall. One study showed that hospitalists were rated more highly than subspecialists when delivering feedback but less so than general internists.47 The authors suggest that their general internists may have been at a more optimum demographic by being a few more years out of training; such correlations of age and rank to evaluations have not been previously described.60, 61

The disadvantages of hospitalists in trainee education identified by this systematic review include the quality of bedside teaching in one study45 and interest in psychosocial aspects of care in another48 compared to general internists. The decline in satisfaction with bedside teaching is a concern but the comparison was noncontemporaneous and the authors explained that the team size increased and resulted in an overall decrease in time at the bedside.45 The concern that decreased patient length of stays may translate to less time spent with patients and less bedside teaching is not new.18 Although hospitalists have shown particular educational advantages, the balance of clinical efficiency and education remains challenging. Trainees' perception that hospitalists were less interested in the psychosocial aspects of care compared to general internists48 was also anticipated when inpatient attending models began to shift, because hospitalization may now be viewed by trainees as discontinuous from a patient's outpatient care and social situation.18 Nevertheless, hospitalists have been able to achieve such quality measures as decreased length of stay without decreasing patient satisfaction.10, 12

Our study has several limitations. First, all attendings were rated highly in all studies. These high ratings are commonly seen with educational evaluations,65 and this phenomenon creates a ceiling effect that limits variability within the group. Nevertheless, trainees rated hospitalists significantly higher than nonhospitalists overall in all of the included studies. The impact of these small but significant differences on trainees' learning and future clinical performance is unknown. Additionally, the distinction between hospitalists and nonhospitalists was not universal. Initially, it was proposed that academic hospitalists work as hospitalists 3 to 6 months each year.1 This definition is sustained through almost all included studies that reported attending time on the wards, with hospitalists working 3 to 7 months and nonhospitalists working less than 3 months, but observed variability does not permit a universal hospitalist definition. It is possible that publication bias influenced our findings toward positive ratings of hospitalists; we reviewed and included meeting abstracts to minimize this bias. We did not review family medicine meeting abstracts.

The included studies had some methodologic strengths, including quasirandom assignment of trainees and use of a contemporaneous control group in almost all studies. However, the overall methodologic strength was fair given limitations in response rates and reporting of cointerventions; we thus considered most studies to represent trends rather than definitive results. Finally, all of the studies meeting our inclusion criteria to date only evaluated trainees' attitudes and beliefs. Because knowledge and skills were not objectively assessed, it is unclear how increased trainee satisfaction translates to knowledge and skill acquisition on the wards. However, Miller's pyramid and its proposed modification, the Cambridge model, suggest that targeting attitudes precedes knowledge acquisition,66 and our study suggests the need for a research agenda examining the impact of hospitalists on trainees' future performance. Griffith et al.67 demonstrated an association between increased satisfaction with teaching and medical students' performance on clerkship examinations and the U.S. Medical Licensing Examination (USMLE) Step 2.

Overall, trainees were more satisfied with hospitalists' teaching and feedback delivery. Our literature search shows that, although there are a limited number of studies of varying level of quality that cannot be compared using meta‐analytic techniques, the currently available data suggests that hospitalists lead to improved learner satisfaction. More studies to delineate the differences between hospitalists and nonhospitalist general internists are needed. Continued exploration of the effects of attending age and rank on trainee learning may help determine whether this effect is reproducible, and what facets of attendings' teaching actually impact trainees' knowledge, skill acquisition, and behaviors. Since all studies only evaluated attitudes, studies analyzing knowledge and skills are required to more fully understand the educational outcomes of the hospitalist model.

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  36. O'Leary KJ, Liebovitz DM, Baker DW.How hospitalists spend their time: insights on efficiency and safety.J Hosp Med.2006;1(2):8893.
  37. Kingston M.Determining the professional attributes of a hospitalist: experience in one Australian metropolitan hospital.Intern Med J.2005;35(5):305308.
  38. Mufson MA.The internal medicine clerkship: the view from the vantage point of one chair of medicine.Am J Med.1999;107(2):109111.
  39. Shea JA, Wasfi YS, Kovath KJ, Asch DA, Bellini LM.The presence of hospitalists in medical education.Acad Med.2000;75(10 suppl):S34S36.
  40. Dent AW, Crotty B, Cuddihy HL, et al.Learning opportunities for Australian prevocational hospital doctors: exposure, perceived quality and desired methods of learning.Med J Aust.2006;184(9):436440.
  41. Khera N, Stroobant J, Primhak RA, Gupta R, Davies H.Training the ideal hospital doctor: the specialist registrars' perspective.Med Educ.2001;35(10):957966.
  42. Chung P, Morrison J, Jin L, Levinson W, Humphrey H, Meltzer D.Resident satisfaction on an academic hospitalist service: time to teach.Am J Med.2002;112(7):597601.
  43. Landrigan CP, Muret‐Wagstaff S, Chiang VW, Nigrin DJ, Goldmann DA, Finkelstein JA.Effect of a pediatric hospitalist system on housestaff education and experience.Arch Pediatr Adolesc Med.2002;156(9):877883.
  44. Hunter AJ, Desai SS, Harrison RA, Chan BK.Medical student evaluation of the quality of hospitalist and nonhospitalist teaching faculty on inpatient medicine rotations.Acad Med.2004;79(1):7882.
  45. Hauer KE, Wachter RM, McCulloch CE, Woo GA, Auerbach AD.Effects of hospitalist attending physicians on trainee satisfaction with teaching and with internal medicine rotations.Arch Intern Med.2004;164(17):18661871.
  46. Kripalani S, Pope AC, Rask K, et al.Hospitalists as teachers.J Gen Intern Med.2004;19(1):815.
  47. Geskey JM, Kees‐Folts D.Third‐year medical students' evaluation of hospitalist and nonhospitalist faculty during the inpatient portion of their pediatrics clerkships.J Hosp Med.2007;2(1):1722.
  48. Arora V, Wetterneck T, Schnipper J, et al. The effects of hospitalist teaching attendings on medical student satisfaction and career interest: results from the multicenter hospitalist study. Society of Hospital Medicine;2005 Annual Meeting Abstracts.
  49. Chintharajah S, Aronowitz P. Hospitalist teachers may lose their superiority over non‐hospitalist teachers in “mature” hospitalist systems. Society of General Internal Medicine;2006 Annual Meeting Abstracts.
  50. Hunter A, Desai S, Harrison R, Chan B. Medical student evaluation of the quality of hospitalist and non‐hospitalist teaching faculty on inpatient medicine rotations. Society of Hospital Medicine;2003 Annual Meeting Abstracts.
  51. Hauer KE, Auerbach A, Woo GA, Wachter RM. Effects of hospitalist attendings on trainee satisfaction with rotations. Society of General Internal Medicine;2002 Annual Meeting Abstracts.
  52. Phy M, Rosenman D, Huddleston J. Internal medicine and orthopedic residents' perception of education and satisfaction after the initiation of a non‐resident hospitalist service. Society of Hospital Medicine;2004 Annual Meeting Abstracts.
  53. O'Leary K, Chadha V, Fleming V, Baker D. Medical subinternship: student experience on a resident uncovered hospitalist service. Society of Hospital Medicine;2006 Annual Meeting Abstracts.
  54. Hefner JE, Elnicki DM, Barnard K, Painter T, McNeil M. A randomized controlled trial to evaluate the effect of dedicated clinical teachers (or “Educationalists”) on the internal medicine clerkship experience. Society of General Internal Medicine;2002 Annual Meeting Abstracts.
  55. Marratta D, Rajan S, Novotny J. Internal medicine residency program goals drive the development of hospitalist programs at teaching hospitals. Society of Hospital Medicine;2002 Annual Meeting Abstracts.
  56. McKean S, Hafler J. The role of the hospitalist in teaching. Society of General Internal Medicine;2003 Annual Meeting Abstracts.
  57. McLeod PJ, James CA, Abrahamowicz M.Clinical tutor evaluation: a 5‐year study by students on an inpatient service and residents in an ambulatory care clinic.Med Educ.1993;27:4854.
  58. Wright SM, Kern DE, Kolodner K, Howard DM, Brancati FL.Attributes of excellent attending‐physician role models.N Engl J Med.1998;339:19861992.
  59. Irby DM, Gillmore GM, Ramsey PG.Factors affecting ratings of clinical teachers by medical students and residents.J Med Educ.1987;62:17.
  60. Kroenke K, Simmons JO, Copley JB, Smith C.Attending rounds: a survey of physician attitudes.J Gen Intern Med.1990;5:229233.
  61. Goldenberg J, Glasheen JJ.Hospitalist educators: future of inpatient internal medicine training.Mt Sinai J Med.2008;75:430435.
  62. Landrigan CP, Conway PH, Edwards S, Srivastava R.Pediatric hospitalists: a systematic review of the literature.Pediatrics.2006;117:17361744.
  63. Speer AJ, Solomon DJ, Fincher RM.Grade inflation in internal medicine clerkships: results of a national survey.Teach Learn Med.2000;12:112116.
  64. Rethans JJ, Norcini JJ, Barón‐Maldonado M, et al.The relationship between competence and performance: implications for assessing practice performance.Med Educ.2002;36(10):901909.
  65. Griffith CH, Georgesen JC, Wilson JF.Six‐year documentation of the association between excellent clinical teaching and improved students' examination performances.Acad Med.2000;75(10 suppl):S62S64.
References
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  2. Society of Hospital Medicine. Definition of a Hospitalist. Available at: http://www.hospitalmedicine.org/AM/Template.cfm?Section=General_ Information130:343349.
  3. Society of Hospital Medicine. Hospital Medicine Specialty Shows 20 Percent Growth. Available at: http://www.hospitalmedicine.org/AM/Template. cfm?Section=Press_Releases21:10791085.
  4. Kralovec PD, Miller JA, Wellikson L, Huddleston JM.The status of hospital medicine groups in the United States.J Hosp Med.2006;1:7580.
  5. Brown MD, Halpert A, McKean S, Sussman A, Dzau VJ.Assessing the value of hospitalists to academic health centers: Brigham and Women's Hospital and Harvard Medical School.Am J Med.1999;106:134137.
  6. Wachter RM, Katz P, Showstack J, Bindman AB, Goldman L.Reorganizing an academic medical service. Impact on cost, quality, patient satisfaction, and education.JAMA.1998;279:15601565.
  7. Wachter RM, Goldman L.Implications of the hospitalist movement for academic departments of medicine: lessons from the UCSF experience.Am J Med.1999;106:127133.
  8. Davis KM, Koch KE, Harvey JK, et al.Effects of hospitalists on cost, outcomes, and patient satisfaction in a rural health system.Am J Med.2000;108:621626.
  9. Craig DE, Hartka L, Likosky WH, et al.Implementation of a hospitalist system in a large health maintenance organization: the Kaiser Permanente experience.Ann Intern Med.1999;130:355359.
  10. Halpert AP, Pearson SD, LeWine HE, McKean SC.The impact of an inpatient physician program on quality, utilization, and satisfaction.Am J Manag Care.2000;6:549555.
  11. Meltzer DO, Shah MN, Morrison J.Decreased length of stay, costs and mortality in a randomized trial of academic hospitalists.J Gen Intern Med.2001;16:S208.
  12. Auerbach AD, Wachter RM, Katz P, Showstack J, Baron RB, Goldman L.Implementation of a voluntary hospitalist service at a community teaching hospital: improved clinical efficiency and patient outcomes.Ann Intern Med.2002;137(11):859865.
  13. Lindenauer PK, Rothberg MB, Pekow PS, Kenwood C, Benjamin EM, Auerbach AD.Outcomes of care by hospitalists, general internists, and family physicians.N Engl J Med.2007;357(25):25892600.
  14. Goldman L.The impact of hospitalists on medical education and the academic health system.Ann Intern Med.1999;130:364367.
  15. Whitcomb WF, Nelson JR.The role of hospitalists in medical education.Am J Med.1999;107:305309.
  16. Hauer KE, Wachter RM.Implications of the hospitalist model for medical students' education.Acad Med.2001;76:324330.
  17. Haftel HM, Bozynski ME.Changing teaching for changing times: the effect of a hospitalist program on the education of students.Acad Med.2000;75:521.
  18. Wachter RM.Reflections: the hospitalist movement a decade later.J Hosp Med.2006;1(4):248252.
  19. Hollander H.Response to the effect of hospitalist systems on residency education: re‐incorporating medical subspecialists.Acad Med.2001;76:555556.
  20. Best Evidence Medical Education (BEME) Collaboration, Dundee, UK. Home page. Available at: http://www.bemecollaboration.org. Accessed May2009.
  21. Kirkpatrick DL.Evaluation of Training. In: Craig R, Mittel I, eds.Training and Development Handbook.New York:McGraw‐Hill;1967:87112.
  22. Kulaga ME, Charney P, O'Mahony SP, et al.The positive impact of initiation of hospitalist clinician educators.J Gen Intern Med.2004;19(4):293301.
  23. Dwight P, MacArthur C, Friedman JN, Parkin PC.Evaluation of a staff‐only hospitalist system in a tertiary care, academic children's hospital.Pediatrics.2004;114(6):15451549.
  24. Homme JH.How pediatric hospitalist programs can affect graduate medical education.Pediatr Ann.2003;32(12):822824.
  25. Marinella MA.A “hospitalist” rotation increases short‐term knowledge of fourth‐year medical students.South Med J.2002;95(3):374.
  26. Wachter RM.The hospitalist movement 10 years later: life as a Swiss army knife.MedGenMed.2006;8(3):30.
  27. Vidyarthi AR, Arora V, Schnipper JL, Wall SD, Wachter RM.Managing discontinuity in academic medical centers: strategies for a safe and effective resident sign‐out.J Hosp Med.2006;1(4):257266.
  28. Pressel DM.Hospitalists in medical education: coming to an academic medical center near you.J Natl Med Assoc.2006;98(9):15011504.
  29. Abbo ED, Volandes AE.Teaching residents to consider costs in medical decision making.Am J Bioeth.2006;6(4):3334.
  30. Association of Program Directors in Internal Medicine;Fitzgibbons JP, Bordley DR, Berkowitz LR, Miller BW, Henderson MC.Redesigning residency education in internal medicine: a position paper from the Association of Program Directors in Internal Medicine.Ann Intern Med.2006;144(12):920926.
  31. Ranji SR, Rosenman DJ, Amin AN, Kripalani S.Hospital medicine fellowships: works in progress.Am J Med.2006;119(1):72.e1e7.
  32. Wilson SD.Employing hospitalists to improve residents' inpatient learning.Acad Med.2001;76(5):556.
  33. Glasheen JJ, Epstein KR, Siegal E, Kutner JS, Prochazka AV.The spectrum of community‐based hospitalist practice: a call to tailor internal medicine residency training.Arch Intern Med.2007;167(7):727728.
  34. McKean SC, Budnitz TL, Dressler DD, Amin AN, Pistoria MJ.How to use the core competencies in hospital medicine: a framework for curriculum development.J Hosp Med.2006;1(suppl 1):5767.
  35. Dressler DD, Pistoria MJ, Budnitz TL, McKean SC, Amin AN.Core competencies in hospital medicine: development and methodology.J Hosp Med.2006;1(suppl 1):4856.
  36. O'Leary KJ, Liebovitz DM, Baker DW.How hospitalists spend their time: insights on efficiency and safety.J Hosp Med.2006;1(2):8893.
  37. Kingston M.Determining the professional attributes of a hospitalist: experience in one Australian metropolitan hospital.Intern Med J.2005;35(5):305308.
  38. Mufson MA.The internal medicine clerkship: the view from the vantage point of one chair of medicine.Am J Med.1999;107(2):109111.
  39. Shea JA, Wasfi YS, Kovath KJ, Asch DA, Bellini LM.The presence of hospitalists in medical education.Acad Med.2000;75(10 suppl):S34S36.
  40. Dent AW, Crotty B, Cuddihy HL, et al.Learning opportunities for Australian prevocational hospital doctors: exposure, perceived quality and desired methods of learning.Med J Aust.2006;184(9):436440.
  41. Khera N, Stroobant J, Primhak RA, Gupta R, Davies H.Training the ideal hospital doctor: the specialist registrars' perspective.Med Educ.2001;35(10):957966.
  42. Chung P, Morrison J, Jin L, Levinson W, Humphrey H, Meltzer D.Resident satisfaction on an academic hospitalist service: time to teach.Am J Med.2002;112(7):597601.
  43. Landrigan CP, Muret‐Wagstaff S, Chiang VW, Nigrin DJ, Goldmann DA, Finkelstein JA.Effect of a pediatric hospitalist system on housestaff education and experience.Arch Pediatr Adolesc Med.2002;156(9):877883.
  44. Hunter AJ, Desai SS, Harrison RA, Chan BK.Medical student evaluation of the quality of hospitalist and nonhospitalist teaching faculty on inpatient medicine rotations.Acad Med.2004;79(1):7882.
  45. Hauer KE, Wachter RM, McCulloch CE, Woo GA, Auerbach AD.Effects of hospitalist attending physicians on trainee satisfaction with teaching and with internal medicine rotations.Arch Intern Med.2004;164(17):18661871.
  46. Kripalani S, Pope AC, Rask K, et al.Hospitalists as teachers.J Gen Intern Med.2004;19(1):815.
  47. Geskey JM, Kees‐Folts D.Third‐year medical students' evaluation of hospitalist and nonhospitalist faculty during the inpatient portion of their pediatrics clerkships.J Hosp Med.2007;2(1):1722.
  48. Arora V, Wetterneck T, Schnipper J, et al. The effects of hospitalist teaching attendings on medical student satisfaction and career interest: results from the multicenter hospitalist study. Society of Hospital Medicine;2005 Annual Meeting Abstracts.
  49. Chintharajah S, Aronowitz P. Hospitalist teachers may lose their superiority over non‐hospitalist teachers in “mature” hospitalist systems. Society of General Internal Medicine;2006 Annual Meeting Abstracts.
  50. Hunter A, Desai S, Harrison R, Chan B. Medical student evaluation of the quality of hospitalist and non‐hospitalist teaching faculty on inpatient medicine rotations. Society of Hospital Medicine;2003 Annual Meeting Abstracts.
  51. Hauer KE, Auerbach A, Woo GA, Wachter RM. Effects of hospitalist attendings on trainee satisfaction with rotations. Society of General Internal Medicine;2002 Annual Meeting Abstracts.
  52. Phy M, Rosenman D, Huddleston J. Internal medicine and orthopedic residents' perception of education and satisfaction after the initiation of a non‐resident hospitalist service. Society of Hospital Medicine;2004 Annual Meeting Abstracts.
  53. O'Leary K, Chadha V, Fleming V, Baker D. Medical subinternship: student experience on a resident uncovered hospitalist service. Society of Hospital Medicine;2006 Annual Meeting Abstracts.
  54. Hefner JE, Elnicki DM, Barnard K, Painter T, McNeil M. A randomized controlled trial to evaluate the effect of dedicated clinical teachers (or “Educationalists”) on the internal medicine clerkship experience. Society of General Internal Medicine;2002 Annual Meeting Abstracts.
  55. Marratta D, Rajan S, Novotny J. Internal medicine residency program goals drive the development of hospitalist programs at teaching hospitals. Society of Hospital Medicine;2002 Annual Meeting Abstracts.
  56. McKean S, Hafler J. The role of the hospitalist in teaching. Society of General Internal Medicine;2003 Annual Meeting Abstracts.
  57. McLeod PJ, James CA, Abrahamowicz M.Clinical tutor evaluation: a 5‐year study by students on an inpatient service and residents in an ambulatory care clinic.Med Educ.1993;27:4854.
  58. Wright SM, Kern DE, Kolodner K, Howard DM, Brancati FL.Attributes of excellent attending‐physician role models.N Engl J Med.1998;339:19861992.
  59. Irby DM, Gillmore GM, Ramsey PG.Factors affecting ratings of clinical teachers by medical students and residents.J Med Educ.1987;62:17.
  60. Kroenke K, Simmons JO, Copley JB, Smith C.Attending rounds: a survey of physician attitudes.J Gen Intern Med.1990;5:229233.
  61. Goldenberg J, Glasheen JJ.Hospitalist educators: future of inpatient internal medicine training.Mt Sinai J Med.2008;75:430435.
  62. Landrigan CP, Conway PH, Edwards S, Srivastava R.Pediatric hospitalists: a systematic review of the literature.Pediatrics.2006;117:17361744.
  63. Speer AJ, Solomon DJ, Fincher RM.Grade inflation in internal medicine clerkships: results of a national survey.Teach Learn Med.2000;12:112116.
  64. Rethans JJ, Norcini JJ, Barón‐Maldonado M, et al.The relationship between competence and performance: implications for assessing practice performance.Med Educ.2002;36(10):901909.
  65. Griffith CH, Georgesen JC, Wilson JF.Six‐year documentation of the association between excellent clinical teaching and improved students' examination performances.Acad Med.2000;75(10 suppl):S62S64.
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Effect of hospitalist attending physicians on trainee educational experiences: A systematic review
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Effect of hospitalist attending physicians on trainee educational experiences: A systematic review
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Duty Hours and Resident Inpatient Teaching

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Impact of duty‐hour restriction on resident inpatient teaching

Hospital medicine is the fastest growing specialty in the history of medicine, and nearly 20% of hospitalists work in academic settings.1 Academic hospitalists often wear many hats; one of their main responsibilities is to supervise and teach residents and students. Hospitalists have responded to a number of changes to the landscape of medicine over the last 5 years, but none has had a more profound impact on an academic hospitalist's clinical teaching duties than the mandated reduction in duty hours (duty‐hour restrictions [DHR]).

In 2003, the Accreditation Council for Graduate Medical Education (ACGME) limited resident duty hours to 80 per week with no more than 30 consecutive hours,2 as a response to concerns about the impact of long duty hours on resident education, well‐being, and patient safety and pressures from impending legislation.3, 4 Data suggest many positive outcomes of these mandates,510 but one unforeseen consequence may be diminished time residents spend on teaching.1114

Academic hospitalists partner with residents to provide care and contribute to the learning of the medical team. The time spent teaching has many merits for residents, as they are valuable teachers of medical students15 and many find teaching enjoyable.16 Teaching also increases residents' own medical knowledge.17

Previous studies have demonstrated that some residents report teaching less since DHR.11, 13 Furthermore, greater than 75% of faculty educators, specifically those in Internal Medicine where the majority of academic hospitalists practice, perceive that since DHR, residents are teaching less.13 Given these concerns, and the benefits of resident teaching, it is important for academic hospitalists to understand the effects that DHR may have regarding the amount of time residents spend teaching and its consequences, in order to respond to this shift in the educational landscape and ensure trainee education while delivering exemplary patient care.

To better understand the factors related to and impact of resident teaching time since DHR, we performed a cross‐sectional survey of internal medicine residents at the University of California, San Francisco (UCSF). We hypothesize that workload elements of resident life are associated with the amount of time spent teaching. We also posit that the amount of time spent teaching may impact resident well‐being and perceptions of patient care.

Methods

Sites and Subjects

Descriptions of the survey protocol, including development and methods, have been published.11, 18 This study was performed at UCSF. The study was approved by the institutional review board at UCSF, and all 164 residents in internal medicine were eligible to participate. Data were collected beginning 1 month after DHR were implemented in February 2003 and collected for a total of 4 months.

Survey Development

After reviewing the literature and observing the residents over 1 month, the investigators identified domains pertaining to resident workload, quality of life, and patient care practices. An open‐ended question survey was created with questions regarding these domains, and given as a pilot survey to a group of residents ineligible for the study. Based on responses to the open‐ended questions, the investigators then developed a set of closed‐response items to the original questions. To establish content validity, the survey was reviewed by experts in medical education, outcomes research, and psychometrics, after which items were eliminated or reformatted if necessary. As a final check for usability and clarity, the survey was then pretested on non‐internal medicine house‐staff at the medical center and recent graduates of residency programs.

Survey Measures

Demographics

Residents were asked to report their age (30 or >30 years), sex, postgraduate year (PGY), and training program (primary care, categorical, or preliminary).

Teaching Time

Residents were asked, compared to the same (or equivalent) inpatient rotation BEFORE February 2003, how much time did you spend teaching during your most recent inpatient rotation? Answers rated on a 5‐point scale, 1 being much less, and 5 being much more. Responses were dichotomized into less or same or more as described in the Results section.

Hours Worked

Residents were asked, During your most recent inpatient rotation, how many hours did you work in 1 average week? Possible answers: 50‐59, 60‐69, 70‐79, 80‐89, 90‐99, and 100. Responses were dichotomized into <80 or 80.

Time Spent on Nonphysician Administrative Tasks

Residents were asked to report, What percent of your time is spent doing tasks that could be completed by a non‐MD? Answers ranging between 0 and 100% were filled into a blank space by the resident.

Emotional Exhaustion

A single score defined as being emotionally overextended and exhausted by work. Constructed as the mean of two highly‐correlated item responses (Cronbach's alpha = 0.84): During your most recent workweek, how often did you feel overwhelmed at work? and During your most recent workweek, how often did you feel worn out? Responses ranged from 1 (never) to 5 (very often).

Satisfaction with Patient Care

During your most recent inpatient rotation workweek, how satisfied were you with the quality of patient care you provided? Rated on a 10‐point scale with 1 being completely unsatisfied and 10 being completely satisfied.

Statistical Analyses

Univariate statistics were used first to characterize the distribution and frequency of the residents' responses. Bivariate associations among variables were assessed with correlation analyses and t‐tests.

Three regression models were constructed. First, a multivariate logistic regression model identified factors independently associated with self‐reported decreased teaching time. Variables were selected for the model based on prior hypotheses regarding factors related to decreased teaching time, observed relationships among variables, or to retain face validity of the model: age (30 versus >30 years), sex, PGY (PGY1 versus PGY2, PGY3), program (primary care versus categorical), hours worked/week, and percentage of time spent on administrative tasks. Next, a linear regression model examined the relationship between teaching time and emotional exhaustion, controlling for age, sex, PGY, program, hours worked, and time spent on administrative tasks. Finally, a linear regression model determined which of the factors in the second model, plus emotional exhaustion, were independently associated with satisfaction with patient care. All variables were retained in each model.

Results

The Residents

Of 164 eligible residents, 125 (76%) returned the survey. Sex, PGY, and program were similar between respondents and nonrespondents (P > 0.2, P > 0.45, and P > 0.6, respectively). Respondents were equally distributed among year of training, with 36.6% PGY‐1, 35.8% PGY‐2, and 27.6% PGY‐3. Most respondents were female (60%), younger than age 30 years (70%), and enrolled in the categorical residency program (62%). All (100%) reported being aware of the system changes intended to reduce hours to <80 hours/week, and 35% reported working >80 hours/week after DHR. All PGY‐1s had completed inpatient months prior to being surveyed.

Factors Associated With Spending Less Time Teaching

Of the 126 respondents, 107 completed the question regarding time teaching; 8 don't know responses were coded as missing, yielding an analytic n of 99 (60%). Twenty‐four (24.2%) residents reported spending less (n = 21) or much less (n = 3) time teaching after DHR began. Because only three individuals reported much less teaching time after DHR, the group was not large enough to yield meaningful or stable analytic results, so the groups were combined. Bivariate comparisons between those who reported less teaching compared to those who reported the same or more are shown in Table 1.

Characteristics of Residents
CharacteristicThose Who Teach Same or More (n = 75)Those Who Teach Less or Much Less (n = 24)P Value*
  • Abbreviation: PGY, postgraduate year.

  • From chi‐square analyses or t‐tests comparing those who taught the same or more to those who taught less after institution of duty‐hour restrictions.

PGY, n (%)  0.0013
PGY‐141 (93.2)3 (6.8) 
PGY‐223 (63.9)13 (36.1) 
PGY‐311 (57.9)8 (42.1) 
Training program, primary care, n (%)29 (38.7)6 (25.0)0.33
Sex, female, n (%)43 (57.3)11 (45.8)0.35
Age 30 years, n (%)55 (75.3)16 (66.7)0.43
Number of hours worked <80, n (%)43 (58.1)22 (91.7)0.002

In multivariate models, working <80 hours/week (odds ratio [OR], 5.99; 95% confidence interval [CI], 1.11‐32.48]), being a PGY‐2 (OR, 7.14; 95% CI, 1.56‐32.79]) or PGY‐3 (OR, 8.23; 95% CI, 1.44‐47.09), and reporting more time on administrative tasks (OR, 1.03; 95% CI, 1.00‐1.06) were associated with reports of spending less time teaching (Table 2).

Factors Associated with Reports of Spending Less Time Teaching
CharacteristicOR (CI)
  • Abbreviations: CI, confidence interval; OR, odds ratio; PGY, postgraduate year.

Number of hours worked <805.99 (1.11‐32.48)
Age >30 years0.91 (0.28‐2.45)
Female0.83 (0.28‐2.45)
PGY‐27.14 (1.56‐32.79)
PGY‐38.23 (1.44‐47.09)
Primary care program0.75 (0.22‐2.51)
Time spent on nonphysician administrative tasks1.03 (1.00‐1.06)

Impacts of Spending Less Time Teaching

In bivariate comparisons, residents who reported reduced teaching time were less emotionally exhausted (P = 0.006) and more satisfied with the patient care they provided (P = 0.003) (Table 3). In the multivariate analysis, emotional exhaustion was significantly associated with satisfaction with patient care ( = 0.52; P = 0.01), but spending less time teaching was not ( = 0.32; P = 0.46). These analyses reveal that while there was a direct relationship between emotional exhaustion and satisfaction with patient care, the relationship between teaching time and satisfaction with patient care was mediated through emotional exhaustion.

Impact of Spending Less Time Teaching on Resident Emotional Exhaustion and Satisfaction with the Quality of Patient Care
 Time Spent TeachingP Value
Less or Much Less [Mean (SD)]Same or More [Mean (SD)]
  • NOTE: Controlled for age, sex, PGY, program, number of hours worked, and time spent on administrative tasks.

  • Abbreviations: PGY, postgraduate year; SD, standard deviation.

  • 1 = never, 5 = very often.

  • 1 = completely unsatisfied, 10 = completely satisfied.

Frequency of emotional exhaustion*2.6 (0.8)3.2 (0.9)0.006
Satisfaction with patient care8.1 (1.2)7.1 (1.8)0.003

Discussion

In this cross‐sectional survey of internal medicine residents, we found that roughly 25% of residents report spending less time teaching since DHR. Spending less time teaching was associated with working <80 hours/week, being PGY‐2 or PGY‐3 residents, and spending more time on administrative tasks. Residents' reports of spending less time teaching were in turn associated with less emotional exhaustion and more satisfaction with the quality of patient care they provided.

As hospitalists have been shown to be more effective, and possibly better, teachers than nonhospitalists,19 and are increasingly responsible for teaching duties on academic medical services,1 our findings of some residents spending less time teaching since DHR may necessitate changes in hospitalist teaching roles to adapt to this previously unrecognized shift. Although the majority of the residents in our cohort did not experience diminished teaching time, the educational impact of diminished teaching time for the quarter of our cohort that taught less frequently post‐DHR is noteworthy, as these changes affect over 22,000 internal medicine residents. Our findings enhance previous work suggesting that DHR may have some negative effects on resident education.68, 1114, 20 We also found that those who spend less time teaching are more likely to be senior residents, the main teachers of medical students,21 and therefore a reduction in time spent teaching may adversely impact medical students, as previously described.22 Academic hospitalists, in order to maintain and ensure high levels of education and educational satisfaction in the post‐DHR era will likely benefit from recognizing and responding to this change.

Our study also found that spending less time teaching was associated with fewer reports of emotional exhaustion and perceptions of higher quality patient care. Though residents enjoy teaching and would prefer to spend more time teaching if service responsibilities were fewer and if time allowed,16 it is possible that when the total amount of time to accomplish tasks in a week or day are limited, spending time teaching may lead to increased stress and pressure, overwhelming residents and leading to increased emotional exhaustion. Less emotional exhaustion and higher perceptions of patient care are positive outcomes that are, in fact, aligned with the ACGME DHR goals24 and are of prime importance to academic hospitalists as educators, role‐models, and care providers.

Balancing the challenges of a reduction of time spent teaching and the possible benefits of the reduction will necessitate both individual and system‐wide responses. Hospitalists are uniquely poised to develop these responses, which will likely have widespread impacts not only in education but also in patient care and satisfaction with the inpatient experience. Some of these responses may include teaching innovations, such as honing skills for brief teaching, incorporating focused, patient‐driven teaching and emphasizing teachable moments,2325 or workflow innovations, including decreased administrative tasks for residents or changes to the workday schedule to enhance protected teaching time. Hospitalists may also need to increase their time contribution to teaching the medical team or structure more planned didactic sessions for residents and students to ensure that educational sessions are occurring.

Many new hospitalists were trained during duty hour limitations, but the majority were not.1 The landscape of teaching on the medical wards since DHR is dramatically different, speckled with the discontinuities of multiple cross‐coverage residents.26 Residents may have unconsciously acclimated to the system change, and our findings, which give a time‐specific glimpse of the changes that took place with DHR, may inform some of the reasons behind the educational concerns of late.

Our study has several limitations. As a cross‐sectional study, we describe associations and cannot discern causal pathways, but we believe that these associations themselves enhance our understanding of the consequences of DHR. We relied upon self‐reports of teaching time, which are subject to bias. These self‐reports, however, give insight into the resident's perspective of their experience, which is, in and of itself, noteworthy. This study is also subject to recall bias, and we attempted to minimize this by administering the survey just after DHR was implemented and by carefully framing the comparisons. Findings may be sensing secular events such as the challenges of a large system change or a difficult ward month. That said, our findings are consistent with other current survey studies of resident teaching time,1114 thus validating many of the conclusions from our collected data. As the survey was given shortly after DHR, it may not have accounted for initial obstacles of the new system; however, the survey was given over 4 months following DHR implementation at our institution, which we believe allowed the residency program time to adjust to the new organizational system while allowing for real‐time feedback. Our study was conducted at a single site; however, because the medical system studied is comprised of three hospitals, each of which used a variety of dayfloat and nightfloat interventions similar to systems at other institutions, we believe the variability within our system increases the generalizability of this study to other institutions. Finally, these data were collected in 2003, and since that time, programs have likely made significant adjustments in their rotation schedules and team structure and may look different now than previously. We believe that the timing of this study adequately characterizes the potential loss of teaching time pre‐DHR and post‐DHR in a way that current data cannot, due to resident acclimatization to culture change, and therefore may better inform hospitalists regarding changes that may be implicit as opposed to explicit in resident teaching.

In conclusion, DHR has resulted in profound changes in teaching hospitals. Since education and patient care are central to the mission of academic hospitalists, they need to be aware of the potential for diminished teaching time by some of their residents, the factors that effect that change, and its impact on patient care. Hospitalists can use this information to create new systems of care delivery and education to optimize the resident and patient experience. As the duty hour issue has come again to the forefront, with the new Institute of Medicine Committee on Optimizing Graduated Medical Trainee (Resident) Hours and Work Schedules to Improve Patient Safety recommendations policies regarding duty hours,27 it is keenly important that hospitalists understand the potentially unforeseen consequences of DHR on important aspects of resident work such as teaching.

References
  1. Society of Hospital Medicine (SHM). 2008. 2007‐2008 SHM Bi‐Annual Survey: The Authoritative Source on the State of the Hospital Medicine Movement. Philadelphia, PA: Society of Hospital Medicine.
  2. Accreditation Council for Graduate Medical Education. Resident Duty Hours Common Program Requirements. Available at: http://www. acgme.org/acWebsite/dutyHours/dh_dutyHoursCommonPR.pdf). Accessed December2008.
  3. Philibert I, Friedmann P, Williams W;ACGME Work Group on Resident Duty Hours.Accreditation Council for Graduate Medical Education. New requirements for resident duty hours.JAMA.2002;288(9):11121114.
  4. Vidyarthi AR, Auerbach AD, Wachter RM, Katz PP.The impact of duty hours on resident self reports of errors.J Gen Intern Med.2007;22(2):205209.
  5. Goitein L, Shanafelt TD, Wipf JE, Slatore CG, Back AL.The effects of work‐hour limitations on resident well‐being, patient care, and education in an internal medicine residency program.Arch Intern Med.2005;165(22):26012606.
  6. Gopal R, Glasheen JJ, Miyoshi TJ, Prochazka AV.Burnout and internal medicine resident work‐hour restrictions.Arch Intern Med.2005;165(22):25952600.
  7. Lin GA, Beck DC, Stewart AL, Garbutt JM.Resident perceptions of the impact of work hour limitations.J Gen Intern Med.2007;22(7):969975.
  8. Mathis BR, Diers T, Hornung R, Ho M, Rouan G.Implementing duty hour restrictions without diminishing patient care or education.Acad Med.2006;81(1):6875.
  9. Horwitz LI, Kosiborod M, Lin Z, Krumholz HM.Changes in outcomes for internal medicine inpatients after work‐hour regulations.Ann Intern Med.2007;147:97103.
  10. Shetty KD, Bhattacharya J.Changes in hospital mortality associated with residency work hour regulations.Ann Intern Med.2007;147:7380.
  11. Vidyarthi AR, Katz PP, Wall SD, Wachter RM, Auerbach AD.Impact of reduced duty hours on residents' educational satisfaction at the University of California, San Francisco.Acad Med.2006;81(1):7681.
  12. Kogan JR, Pinto‐Powell R, Brown LA, Hemmer P, Bellini LM, Peltier D.The impact of resident duty hours reform on the internal medicine core clerkship: results from the clerkship directors in internal medicine survey.Acad Med.2006;81(12):10381044.
  13. Zahn CM, Dunlow SG, Alvero R, Parker JD, Nace C, Armstrong AY.Too little time to teach? Medical student education and work‐hour restriction.Mil Med.2007;172(10):10531057.
  14. Espey E, Ogburn T, Puscheck E.Impact of duty hour limitations on resident and student education in obstetrics and gynecology.J Reprod Med.2007;52(5):345348.
  15. Bing‐You RG, Sproul MS.Medical students' perceptions of themselves and residents as teachers.Med Teach.1992;14:133138.
  16. Greenberg LW, Goldberg MR, Jewett LS.Teaching in the clinical setting: factors influencing residents' perceptions, confidence and behavior.J Med Educ.1984;18:360365.
  17. Apter A, Metzger R, Glassroth J.Residents' perceptions of their role as teachers.J Med Educ.1988;63:900905.
  18. Vidyarthi A, Auerbach A, Wachter R, Katz P.The impact of duty hours on resident self reports of errors.J Gen Intern Med.2007;22(2):205209.
  19. Hauer KE, Wachter RM, McCulloch CE, Woo GA, Auerbach AD.Effects of hospitalist attending physicians on trainee satisfaction with teaching and with internal medicine rotations.Arch Intern Med.2004;164(17):18661871.
  20. Lund KJ, Teal SB, Alvero R.Resident job satisfaction: one year of duty hours.Am J Obstet Gynecol.2005;193(5):18231826.
  21. Brown R.House staff attitudes toward teaching.J Med Educ.1970;45(3):156159.
  22. Brasher AE, Chowdhry S, Hauge LS, Prinz RA.Medical students' perceptions of resident teaching: have duty hours regulations had an impact?Ann Surg.2005;242(4):548553.
  23. Harrison R, Allen E.Teaching internal medicine residents in the new era.J Gen Intern Med.2006;21:447452.
  24. Neher JO, Gordon KC, Meyer B, Stevens N.A five‐step “microskills” model of clinical teaching.J Am Board Fam Pract.1992;5(4):419424.
  25. Ferenchick G, Simpson D, Blackman J, DaRosa D, Dunnington G.Strategies for efficient and effective teaching in the ambulatory care setting.Acad Med.1997;72(4):277280.
  26. Vidyarthi AR, Arora V, Schnipper JL, Wall SD, Wachter RM.Managing discontinuity in academic medical centers: strategies for a safe and effective resident sign‐out.J Hosp Med.2006;1(4):257266.
  27. Resident Duty Hours: Enhancing Sleep, Supervision, and Safety. Ulmer C, Wolman DM, Johns MME, eds.Committee on Optimizing Graduate Medical Trainee (Resident) Hours and Work Schedule to Improve Patient Safety, Institutes of Medicine.Washington, D.C.The National Academics Press,2008.
Article PDF
Issue
Journal of Hospital Medicine - 4(8)
Page Number
476-480
Legacy Keywords
duty hours, hospitalist, resident, teaching
Sections
Article PDF
Article PDF

Hospital medicine is the fastest growing specialty in the history of medicine, and nearly 20% of hospitalists work in academic settings.1 Academic hospitalists often wear many hats; one of their main responsibilities is to supervise and teach residents and students. Hospitalists have responded to a number of changes to the landscape of medicine over the last 5 years, but none has had a more profound impact on an academic hospitalist's clinical teaching duties than the mandated reduction in duty hours (duty‐hour restrictions [DHR]).

In 2003, the Accreditation Council for Graduate Medical Education (ACGME) limited resident duty hours to 80 per week with no more than 30 consecutive hours,2 as a response to concerns about the impact of long duty hours on resident education, well‐being, and patient safety and pressures from impending legislation.3, 4 Data suggest many positive outcomes of these mandates,510 but one unforeseen consequence may be diminished time residents spend on teaching.1114

Academic hospitalists partner with residents to provide care and contribute to the learning of the medical team. The time spent teaching has many merits for residents, as they are valuable teachers of medical students15 and many find teaching enjoyable.16 Teaching also increases residents' own medical knowledge.17

Previous studies have demonstrated that some residents report teaching less since DHR.11, 13 Furthermore, greater than 75% of faculty educators, specifically those in Internal Medicine where the majority of academic hospitalists practice, perceive that since DHR, residents are teaching less.13 Given these concerns, and the benefits of resident teaching, it is important for academic hospitalists to understand the effects that DHR may have regarding the amount of time residents spend teaching and its consequences, in order to respond to this shift in the educational landscape and ensure trainee education while delivering exemplary patient care.

To better understand the factors related to and impact of resident teaching time since DHR, we performed a cross‐sectional survey of internal medicine residents at the University of California, San Francisco (UCSF). We hypothesize that workload elements of resident life are associated with the amount of time spent teaching. We also posit that the amount of time spent teaching may impact resident well‐being and perceptions of patient care.

Methods

Sites and Subjects

Descriptions of the survey protocol, including development and methods, have been published.11, 18 This study was performed at UCSF. The study was approved by the institutional review board at UCSF, and all 164 residents in internal medicine were eligible to participate. Data were collected beginning 1 month after DHR were implemented in February 2003 and collected for a total of 4 months.

Survey Development

After reviewing the literature and observing the residents over 1 month, the investigators identified domains pertaining to resident workload, quality of life, and patient care practices. An open‐ended question survey was created with questions regarding these domains, and given as a pilot survey to a group of residents ineligible for the study. Based on responses to the open‐ended questions, the investigators then developed a set of closed‐response items to the original questions. To establish content validity, the survey was reviewed by experts in medical education, outcomes research, and psychometrics, after which items were eliminated or reformatted if necessary. As a final check for usability and clarity, the survey was then pretested on non‐internal medicine house‐staff at the medical center and recent graduates of residency programs.

Survey Measures

Demographics

Residents were asked to report their age (30 or >30 years), sex, postgraduate year (PGY), and training program (primary care, categorical, or preliminary).

Teaching Time

Residents were asked, compared to the same (or equivalent) inpatient rotation BEFORE February 2003, how much time did you spend teaching during your most recent inpatient rotation? Answers rated on a 5‐point scale, 1 being much less, and 5 being much more. Responses were dichotomized into less or same or more as described in the Results section.

Hours Worked

Residents were asked, During your most recent inpatient rotation, how many hours did you work in 1 average week? Possible answers: 50‐59, 60‐69, 70‐79, 80‐89, 90‐99, and 100. Responses were dichotomized into <80 or 80.

Time Spent on Nonphysician Administrative Tasks

Residents were asked to report, What percent of your time is spent doing tasks that could be completed by a non‐MD? Answers ranging between 0 and 100% were filled into a blank space by the resident.

Emotional Exhaustion

A single score defined as being emotionally overextended and exhausted by work. Constructed as the mean of two highly‐correlated item responses (Cronbach's alpha = 0.84): During your most recent workweek, how often did you feel overwhelmed at work? and During your most recent workweek, how often did you feel worn out? Responses ranged from 1 (never) to 5 (very often).

Satisfaction with Patient Care

During your most recent inpatient rotation workweek, how satisfied were you with the quality of patient care you provided? Rated on a 10‐point scale with 1 being completely unsatisfied and 10 being completely satisfied.

Statistical Analyses

Univariate statistics were used first to characterize the distribution and frequency of the residents' responses. Bivariate associations among variables were assessed with correlation analyses and t‐tests.

Three regression models were constructed. First, a multivariate logistic regression model identified factors independently associated with self‐reported decreased teaching time. Variables were selected for the model based on prior hypotheses regarding factors related to decreased teaching time, observed relationships among variables, or to retain face validity of the model: age (30 versus >30 years), sex, PGY (PGY1 versus PGY2, PGY3), program (primary care versus categorical), hours worked/week, and percentage of time spent on administrative tasks. Next, a linear regression model examined the relationship between teaching time and emotional exhaustion, controlling for age, sex, PGY, program, hours worked, and time spent on administrative tasks. Finally, a linear regression model determined which of the factors in the second model, plus emotional exhaustion, were independently associated with satisfaction with patient care. All variables were retained in each model.

Results

The Residents

Of 164 eligible residents, 125 (76%) returned the survey. Sex, PGY, and program were similar between respondents and nonrespondents (P > 0.2, P > 0.45, and P > 0.6, respectively). Respondents were equally distributed among year of training, with 36.6% PGY‐1, 35.8% PGY‐2, and 27.6% PGY‐3. Most respondents were female (60%), younger than age 30 years (70%), and enrolled in the categorical residency program (62%). All (100%) reported being aware of the system changes intended to reduce hours to <80 hours/week, and 35% reported working >80 hours/week after DHR. All PGY‐1s had completed inpatient months prior to being surveyed.

Factors Associated With Spending Less Time Teaching

Of the 126 respondents, 107 completed the question regarding time teaching; 8 don't know responses were coded as missing, yielding an analytic n of 99 (60%). Twenty‐four (24.2%) residents reported spending less (n = 21) or much less (n = 3) time teaching after DHR began. Because only three individuals reported much less teaching time after DHR, the group was not large enough to yield meaningful or stable analytic results, so the groups were combined. Bivariate comparisons between those who reported less teaching compared to those who reported the same or more are shown in Table 1.

Characteristics of Residents
CharacteristicThose Who Teach Same or More (n = 75)Those Who Teach Less or Much Less (n = 24)P Value*
  • Abbreviation: PGY, postgraduate year.

  • From chi‐square analyses or t‐tests comparing those who taught the same or more to those who taught less after institution of duty‐hour restrictions.

PGY, n (%)  0.0013
PGY‐141 (93.2)3 (6.8) 
PGY‐223 (63.9)13 (36.1) 
PGY‐311 (57.9)8 (42.1) 
Training program, primary care, n (%)29 (38.7)6 (25.0)0.33
Sex, female, n (%)43 (57.3)11 (45.8)0.35
Age 30 years, n (%)55 (75.3)16 (66.7)0.43
Number of hours worked <80, n (%)43 (58.1)22 (91.7)0.002

In multivariate models, working <80 hours/week (odds ratio [OR], 5.99; 95% confidence interval [CI], 1.11‐32.48]), being a PGY‐2 (OR, 7.14; 95% CI, 1.56‐32.79]) or PGY‐3 (OR, 8.23; 95% CI, 1.44‐47.09), and reporting more time on administrative tasks (OR, 1.03; 95% CI, 1.00‐1.06) were associated with reports of spending less time teaching (Table 2).

Factors Associated with Reports of Spending Less Time Teaching
CharacteristicOR (CI)
  • Abbreviations: CI, confidence interval; OR, odds ratio; PGY, postgraduate year.

Number of hours worked <805.99 (1.11‐32.48)
Age >30 years0.91 (0.28‐2.45)
Female0.83 (0.28‐2.45)
PGY‐27.14 (1.56‐32.79)
PGY‐38.23 (1.44‐47.09)
Primary care program0.75 (0.22‐2.51)
Time spent on nonphysician administrative tasks1.03 (1.00‐1.06)

Impacts of Spending Less Time Teaching

In bivariate comparisons, residents who reported reduced teaching time were less emotionally exhausted (P = 0.006) and more satisfied with the patient care they provided (P = 0.003) (Table 3). In the multivariate analysis, emotional exhaustion was significantly associated with satisfaction with patient care ( = 0.52; P = 0.01), but spending less time teaching was not ( = 0.32; P = 0.46). These analyses reveal that while there was a direct relationship between emotional exhaustion and satisfaction with patient care, the relationship between teaching time and satisfaction with patient care was mediated through emotional exhaustion.

Impact of Spending Less Time Teaching on Resident Emotional Exhaustion and Satisfaction with the Quality of Patient Care
 Time Spent TeachingP Value
Less or Much Less [Mean (SD)]Same or More [Mean (SD)]
  • NOTE: Controlled for age, sex, PGY, program, number of hours worked, and time spent on administrative tasks.

  • Abbreviations: PGY, postgraduate year; SD, standard deviation.

  • 1 = never, 5 = very often.

  • 1 = completely unsatisfied, 10 = completely satisfied.

Frequency of emotional exhaustion*2.6 (0.8)3.2 (0.9)0.006
Satisfaction with patient care8.1 (1.2)7.1 (1.8)0.003

Discussion

In this cross‐sectional survey of internal medicine residents, we found that roughly 25% of residents report spending less time teaching since DHR. Spending less time teaching was associated with working <80 hours/week, being PGY‐2 or PGY‐3 residents, and spending more time on administrative tasks. Residents' reports of spending less time teaching were in turn associated with less emotional exhaustion and more satisfaction with the quality of patient care they provided.

As hospitalists have been shown to be more effective, and possibly better, teachers than nonhospitalists,19 and are increasingly responsible for teaching duties on academic medical services,1 our findings of some residents spending less time teaching since DHR may necessitate changes in hospitalist teaching roles to adapt to this previously unrecognized shift. Although the majority of the residents in our cohort did not experience diminished teaching time, the educational impact of diminished teaching time for the quarter of our cohort that taught less frequently post‐DHR is noteworthy, as these changes affect over 22,000 internal medicine residents. Our findings enhance previous work suggesting that DHR may have some negative effects on resident education.68, 1114, 20 We also found that those who spend less time teaching are more likely to be senior residents, the main teachers of medical students,21 and therefore a reduction in time spent teaching may adversely impact medical students, as previously described.22 Academic hospitalists, in order to maintain and ensure high levels of education and educational satisfaction in the post‐DHR era will likely benefit from recognizing and responding to this change.

Our study also found that spending less time teaching was associated with fewer reports of emotional exhaustion and perceptions of higher quality patient care. Though residents enjoy teaching and would prefer to spend more time teaching if service responsibilities were fewer and if time allowed,16 it is possible that when the total amount of time to accomplish tasks in a week or day are limited, spending time teaching may lead to increased stress and pressure, overwhelming residents and leading to increased emotional exhaustion. Less emotional exhaustion and higher perceptions of patient care are positive outcomes that are, in fact, aligned with the ACGME DHR goals24 and are of prime importance to academic hospitalists as educators, role‐models, and care providers.

Balancing the challenges of a reduction of time spent teaching and the possible benefits of the reduction will necessitate both individual and system‐wide responses. Hospitalists are uniquely poised to develop these responses, which will likely have widespread impacts not only in education but also in patient care and satisfaction with the inpatient experience. Some of these responses may include teaching innovations, such as honing skills for brief teaching, incorporating focused, patient‐driven teaching and emphasizing teachable moments,2325 or workflow innovations, including decreased administrative tasks for residents or changes to the workday schedule to enhance protected teaching time. Hospitalists may also need to increase their time contribution to teaching the medical team or structure more planned didactic sessions for residents and students to ensure that educational sessions are occurring.

Many new hospitalists were trained during duty hour limitations, but the majority were not.1 The landscape of teaching on the medical wards since DHR is dramatically different, speckled with the discontinuities of multiple cross‐coverage residents.26 Residents may have unconsciously acclimated to the system change, and our findings, which give a time‐specific glimpse of the changes that took place with DHR, may inform some of the reasons behind the educational concerns of late.

Our study has several limitations. As a cross‐sectional study, we describe associations and cannot discern causal pathways, but we believe that these associations themselves enhance our understanding of the consequences of DHR. We relied upon self‐reports of teaching time, which are subject to bias. These self‐reports, however, give insight into the resident's perspective of their experience, which is, in and of itself, noteworthy. This study is also subject to recall bias, and we attempted to minimize this by administering the survey just after DHR was implemented and by carefully framing the comparisons. Findings may be sensing secular events such as the challenges of a large system change or a difficult ward month. That said, our findings are consistent with other current survey studies of resident teaching time,1114 thus validating many of the conclusions from our collected data. As the survey was given shortly after DHR, it may not have accounted for initial obstacles of the new system; however, the survey was given over 4 months following DHR implementation at our institution, which we believe allowed the residency program time to adjust to the new organizational system while allowing for real‐time feedback. Our study was conducted at a single site; however, because the medical system studied is comprised of three hospitals, each of which used a variety of dayfloat and nightfloat interventions similar to systems at other institutions, we believe the variability within our system increases the generalizability of this study to other institutions. Finally, these data were collected in 2003, and since that time, programs have likely made significant adjustments in their rotation schedules and team structure and may look different now than previously. We believe that the timing of this study adequately characterizes the potential loss of teaching time pre‐DHR and post‐DHR in a way that current data cannot, due to resident acclimatization to culture change, and therefore may better inform hospitalists regarding changes that may be implicit as opposed to explicit in resident teaching.

In conclusion, DHR has resulted in profound changes in teaching hospitals. Since education and patient care are central to the mission of academic hospitalists, they need to be aware of the potential for diminished teaching time by some of their residents, the factors that effect that change, and its impact on patient care. Hospitalists can use this information to create new systems of care delivery and education to optimize the resident and patient experience. As the duty hour issue has come again to the forefront, with the new Institute of Medicine Committee on Optimizing Graduated Medical Trainee (Resident) Hours and Work Schedules to Improve Patient Safety recommendations policies regarding duty hours,27 it is keenly important that hospitalists understand the potentially unforeseen consequences of DHR on important aspects of resident work such as teaching.

Hospital medicine is the fastest growing specialty in the history of medicine, and nearly 20% of hospitalists work in academic settings.1 Academic hospitalists often wear many hats; one of their main responsibilities is to supervise and teach residents and students. Hospitalists have responded to a number of changes to the landscape of medicine over the last 5 years, but none has had a more profound impact on an academic hospitalist's clinical teaching duties than the mandated reduction in duty hours (duty‐hour restrictions [DHR]).

In 2003, the Accreditation Council for Graduate Medical Education (ACGME) limited resident duty hours to 80 per week with no more than 30 consecutive hours,2 as a response to concerns about the impact of long duty hours on resident education, well‐being, and patient safety and pressures from impending legislation.3, 4 Data suggest many positive outcomes of these mandates,510 but one unforeseen consequence may be diminished time residents spend on teaching.1114

Academic hospitalists partner with residents to provide care and contribute to the learning of the medical team. The time spent teaching has many merits for residents, as they are valuable teachers of medical students15 and many find teaching enjoyable.16 Teaching also increases residents' own medical knowledge.17

Previous studies have demonstrated that some residents report teaching less since DHR.11, 13 Furthermore, greater than 75% of faculty educators, specifically those in Internal Medicine where the majority of academic hospitalists practice, perceive that since DHR, residents are teaching less.13 Given these concerns, and the benefits of resident teaching, it is important for academic hospitalists to understand the effects that DHR may have regarding the amount of time residents spend teaching and its consequences, in order to respond to this shift in the educational landscape and ensure trainee education while delivering exemplary patient care.

To better understand the factors related to and impact of resident teaching time since DHR, we performed a cross‐sectional survey of internal medicine residents at the University of California, San Francisco (UCSF). We hypothesize that workload elements of resident life are associated with the amount of time spent teaching. We also posit that the amount of time spent teaching may impact resident well‐being and perceptions of patient care.

Methods

Sites and Subjects

Descriptions of the survey protocol, including development and methods, have been published.11, 18 This study was performed at UCSF. The study was approved by the institutional review board at UCSF, and all 164 residents in internal medicine were eligible to participate. Data were collected beginning 1 month after DHR were implemented in February 2003 and collected for a total of 4 months.

Survey Development

After reviewing the literature and observing the residents over 1 month, the investigators identified domains pertaining to resident workload, quality of life, and patient care practices. An open‐ended question survey was created with questions regarding these domains, and given as a pilot survey to a group of residents ineligible for the study. Based on responses to the open‐ended questions, the investigators then developed a set of closed‐response items to the original questions. To establish content validity, the survey was reviewed by experts in medical education, outcomes research, and psychometrics, after which items were eliminated or reformatted if necessary. As a final check for usability and clarity, the survey was then pretested on non‐internal medicine house‐staff at the medical center and recent graduates of residency programs.

Survey Measures

Demographics

Residents were asked to report their age (30 or >30 years), sex, postgraduate year (PGY), and training program (primary care, categorical, or preliminary).

Teaching Time

Residents were asked, compared to the same (or equivalent) inpatient rotation BEFORE February 2003, how much time did you spend teaching during your most recent inpatient rotation? Answers rated on a 5‐point scale, 1 being much less, and 5 being much more. Responses were dichotomized into less or same or more as described in the Results section.

Hours Worked

Residents were asked, During your most recent inpatient rotation, how many hours did you work in 1 average week? Possible answers: 50‐59, 60‐69, 70‐79, 80‐89, 90‐99, and 100. Responses were dichotomized into <80 or 80.

Time Spent on Nonphysician Administrative Tasks

Residents were asked to report, What percent of your time is spent doing tasks that could be completed by a non‐MD? Answers ranging between 0 and 100% were filled into a blank space by the resident.

Emotional Exhaustion

A single score defined as being emotionally overextended and exhausted by work. Constructed as the mean of two highly‐correlated item responses (Cronbach's alpha = 0.84): During your most recent workweek, how often did you feel overwhelmed at work? and During your most recent workweek, how often did you feel worn out? Responses ranged from 1 (never) to 5 (very often).

Satisfaction with Patient Care

During your most recent inpatient rotation workweek, how satisfied were you with the quality of patient care you provided? Rated on a 10‐point scale with 1 being completely unsatisfied and 10 being completely satisfied.

Statistical Analyses

Univariate statistics were used first to characterize the distribution and frequency of the residents' responses. Bivariate associations among variables were assessed with correlation analyses and t‐tests.

Three regression models were constructed. First, a multivariate logistic regression model identified factors independently associated with self‐reported decreased teaching time. Variables were selected for the model based on prior hypotheses regarding factors related to decreased teaching time, observed relationships among variables, or to retain face validity of the model: age (30 versus >30 years), sex, PGY (PGY1 versus PGY2, PGY3), program (primary care versus categorical), hours worked/week, and percentage of time spent on administrative tasks. Next, a linear regression model examined the relationship between teaching time and emotional exhaustion, controlling for age, sex, PGY, program, hours worked, and time spent on administrative tasks. Finally, a linear regression model determined which of the factors in the second model, plus emotional exhaustion, were independently associated with satisfaction with patient care. All variables were retained in each model.

Results

The Residents

Of 164 eligible residents, 125 (76%) returned the survey. Sex, PGY, and program were similar between respondents and nonrespondents (P > 0.2, P > 0.45, and P > 0.6, respectively). Respondents were equally distributed among year of training, with 36.6% PGY‐1, 35.8% PGY‐2, and 27.6% PGY‐3. Most respondents were female (60%), younger than age 30 years (70%), and enrolled in the categorical residency program (62%). All (100%) reported being aware of the system changes intended to reduce hours to <80 hours/week, and 35% reported working >80 hours/week after DHR. All PGY‐1s had completed inpatient months prior to being surveyed.

Factors Associated With Spending Less Time Teaching

Of the 126 respondents, 107 completed the question regarding time teaching; 8 don't know responses were coded as missing, yielding an analytic n of 99 (60%). Twenty‐four (24.2%) residents reported spending less (n = 21) or much less (n = 3) time teaching after DHR began. Because only three individuals reported much less teaching time after DHR, the group was not large enough to yield meaningful or stable analytic results, so the groups were combined. Bivariate comparisons between those who reported less teaching compared to those who reported the same or more are shown in Table 1.

Characteristics of Residents
CharacteristicThose Who Teach Same or More (n = 75)Those Who Teach Less or Much Less (n = 24)P Value*
  • Abbreviation: PGY, postgraduate year.

  • From chi‐square analyses or t‐tests comparing those who taught the same or more to those who taught less after institution of duty‐hour restrictions.

PGY, n (%)  0.0013
PGY‐141 (93.2)3 (6.8) 
PGY‐223 (63.9)13 (36.1) 
PGY‐311 (57.9)8 (42.1) 
Training program, primary care, n (%)29 (38.7)6 (25.0)0.33
Sex, female, n (%)43 (57.3)11 (45.8)0.35
Age 30 years, n (%)55 (75.3)16 (66.7)0.43
Number of hours worked <80, n (%)43 (58.1)22 (91.7)0.002

In multivariate models, working <80 hours/week (odds ratio [OR], 5.99; 95% confidence interval [CI], 1.11‐32.48]), being a PGY‐2 (OR, 7.14; 95% CI, 1.56‐32.79]) or PGY‐3 (OR, 8.23; 95% CI, 1.44‐47.09), and reporting more time on administrative tasks (OR, 1.03; 95% CI, 1.00‐1.06) were associated with reports of spending less time teaching (Table 2).

Factors Associated with Reports of Spending Less Time Teaching
CharacteristicOR (CI)
  • Abbreviations: CI, confidence interval; OR, odds ratio; PGY, postgraduate year.

Number of hours worked <805.99 (1.11‐32.48)
Age >30 years0.91 (0.28‐2.45)
Female0.83 (0.28‐2.45)
PGY‐27.14 (1.56‐32.79)
PGY‐38.23 (1.44‐47.09)
Primary care program0.75 (0.22‐2.51)
Time spent on nonphysician administrative tasks1.03 (1.00‐1.06)

Impacts of Spending Less Time Teaching

In bivariate comparisons, residents who reported reduced teaching time were less emotionally exhausted (P = 0.006) and more satisfied with the patient care they provided (P = 0.003) (Table 3). In the multivariate analysis, emotional exhaustion was significantly associated with satisfaction with patient care ( = 0.52; P = 0.01), but spending less time teaching was not ( = 0.32; P = 0.46). These analyses reveal that while there was a direct relationship between emotional exhaustion and satisfaction with patient care, the relationship between teaching time and satisfaction with patient care was mediated through emotional exhaustion.

Impact of Spending Less Time Teaching on Resident Emotional Exhaustion and Satisfaction with the Quality of Patient Care
 Time Spent TeachingP Value
Less or Much Less [Mean (SD)]Same or More [Mean (SD)]
  • NOTE: Controlled for age, sex, PGY, program, number of hours worked, and time spent on administrative tasks.

  • Abbreviations: PGY, postgraduate year; SD, standard deviation.

  • 1 = never, 5 = very often.

  • 1 = completely unsatisfied, 10 = completely satisfied.

Frequency of emotional exhaustion*2.6 (0.8)3.2 (0.9)0.006
Satisfaction with patient care8.1 (1.2)7.1 (1.8)0.003

Discussion

In this cross‐sectional survey of internal medicine residents, we found that roughly 25% of residents report spending less time teaching since DHR. Spending less time teaching was associated with working <80 hours/week, being PGY‐2 or PGY‐3 residents, and spending more time on administrative tasks. Residents' reports of spending less time teaching were in turn associated with less emotional exhaustion and more satisfaction with the quality of patient care they provided.

As hospitalists have been shown to be more effective, and possibly better, teachers than nonhospitalists,19 and are increasingly responsible for teaching duties on academic medical services,1 our findings of some residents spending less time teaching since DHR may necessitate changes in hospitalist teaching roles to adapt to this previously unrecognized shift. Although the majority of the residents in our cohort did not experience diminished teaching time, the educational impact of diminished teaching time for the quarter of our cohort that taught less frequently post‐DHR is noteworthy, as these changes affect over 22,000 internal medicine residents. Our findings enhance previous work suggesting that DHR may have some negative effects on resident education.68, 1114, 20 We also found that those who spend less time teaching are more likely to be senior residents, the main teachers of medical students,21 and therefore a reduction in time spent teaching may adversely impact medical students, as previously described.22 Academic hospitalists, in order to maintain and ensure high levels of education and educational satisfaction in the post‐DHR era will likely benefit from recognizing and responding to this change.

Our study also found that spending less time teaching was associated with fewer reports of emotional exhaustion and perceptions of higher quality patient care. Though residents enjoy teaching and would prefer to spend more time teaching if service responsibilities were fewer and if time allowed,16 it is possible that when the total amount of time to accomplish tasks in a week or day are limited, spending time teaching may lead to increased stress and pressure, overwhelming residents and leading to increased emotional exhaustion. Less emotional exhaustion and higher perceptions of patient care are positive outcomes that are, in fact, aligned with the ACGME DHR goals24 and are of prime importance to academic hospitalists as educators, role‐models, and care providers.

Balancing the challenges of a reduction of time spent teaching and the possible benefits of the reduction will necessitate both individual and system‐wide responses. Hospitalists are uniquely poised to develop these responses, which will likely have widespread impacts not only in education but also in patient care and satisfaction with the inpatient experience. Some of these responses may include teaching innovations, such as honing skills for brief teaching, incorporating focused, patient‐driven teaching and emphasizing teachable moments,2325 or workflow innovations, including decreased administrative tasks for residents or changes to the workday schedule to enhance protected teaching time. Hospitalists may also need to increase their time contribution to teaching the medical team or structure more planned didactic sessions for residents and students to ensure that educational sessions are occurring.

Many new hospitalists were trained during duty hour limitations, but the majority were not.1 The landscape of teaching on the medical wards since DHR is dramatically different, speckled with the discontinuities of multiple cross‐coverage residents.26 Residents may have unconsciously acclimated to the system change, and our findings, which give a time‐specific glimpse of the changes that took place with DHR, may inform some of the reasons behind the educational concerns of late.

Our study has several limitations. As a cross‐sectional study, we describe associations and cannot discern causal pathways, but we believe that these associations themselves enhance our understanding of the consequences of DHR. We relied upon self‐reports of teaching time, which are subject to bias. These self‐reports, however, give insight into the resident's perspective of their experience, which is, in and of itself, noteworthy. This study is also subject to recall bias, and we attempted to minimize this by administering the survey just after DHR was implemented and by carefully framing the comparisons. Findings may be sensing secular events such as the challenges of a large system change or a difficult ward month. That said, our findings are consistent with other current survey studies of resident teaching time,1114 thus validating many of the conclusions from our collected data. As the survey was given shortly after DHR, it may not have accounted for initial obstacles of the new system; however, the survey was given over 4 months following DHR implementation at our institution, which we believe allowed the residency program time to adjust to the new organizational system while allowing for real‐time feedback. Our study was conducted at a single site; however, because the medical system studied is comprised of three hospitals, each of which used a variety of dayfloat and nightfloat interventions similar to systems at other institutions, we believe the variability within our system increases the generalizability of this study to other institutions. Finally, these data were collected in 2003, and since that time, programs have likely made significant adjustments in their rotation schedules and team structure and may look different now than previously. We believe that the timing of this study adequately characterizes the potential loss of teaching time pre‐DHR and post‐DHR in a way that current data cannot, due to resident acclimatization to culture change, and therefore may better inform hospitalists regarding changes that may be implicit as opposed to explicit in resident teaching.

In conclusion, DHR has resulted in profound changes in teaching hospitals. Since education and patient care are central to the mission of academic hospitalists, they need to be aware of the potential for diminished teaching time by some of their residents, the factors that effect that change, and its impact on patient care. Hospitalists can use this information to create new systems of care delivery and education to optimize the resident and patient experience. As the duty hour issue has come again to the forefront, with the new Institute of Medicine Committee on Optimizing Graduated Medical Trainee (Resident) Hours and Work Schedules to Improve Patient Safety recommendations policies regarding duty hours,27 it is keenly important that hospitalists understand the potentially unforeseen consequences of DHR on important aspects of resident work such as teaching.

References
  1. Society of Hospital Medicine (SHM). 2008. 2007‐2008 SHM Bi‐Annual Survey: The Authoritative Source on the State of the Hospital Medicine Movement. Philadelphia, PA: Society of Hospital Medicine.
  2. Accreditation Council for Graduate Medical Education. Resident Duty Hours Common Program Requirements. Available at: http://www. acgme.org/acWebsite/dutyHours/dh_dutyHoursCommonPR.pdf). Accessed December2008.
  3. Philibert I, Friedmann P, Williams W;ACGME Work Group on Resident Duty Hours.Accreditation Council for Graduate Medical Education. New requirements for resident duty hours.JAMA.2002;288(9):11121114.
  4. Vidyarthi AR, Auerbach AD, Wachter RM, Katz PP.The impact of duty hours on resident self reports of errors.J Gen Intern Med.2007;22(2):205209.
  5. Goitein L, Shanafelt TD, Wipf JE, Slatore CG, Back AL.The effects of work‐hour limitations on resident well‐being, patient care, and education in an internal medicine residency program.Arch Intern Med.2005;165(22):26012606.
  6. Gopal R, Glasheen JJ, Miyoshi TJ, Prochazka AV.Burnout and internal medicine resident work‐hour restrictions.Arch Intern Med.2005;165(22):25952600.
  7. Lin GA, Beck DC, Stewart AL, Garbutt JM.Resident perceptions of the impact of work hour limitations.J Gen Intern Med.2007;22(7):969975.
  8. Mathis BR, Diers T, Hornung R, Ho M, Rouan G.Implementing duty hour restrictions without diminishing patient care or education.Acad Med.2006;81(1):6875.
  9. Horwitz LI, Kosiborod M, Lin Z, Krumholz HM.Changes in outcomes for internal medicine inpatients after work‐hour regulations.Ann Intern Med.2007;147:97103.
  10. Shetty KD, Bhattacharya J.Changes in hospital mortality associated with residency work hour regulations.Ann Intern Med.2007;147:7380.
  11. Vidyarthi AR, Katz PP, Wall SD, Wachter RM, Auerbach AD.Impact of reduced duty hours on residents' educational satisfaction at the University of California, San Francisco.Acad Med.2006;81(1):7681.
  12. Kogan JR, Pinto‐Powell R, Brown LA, Hemmer P, Bellini LM, Peltier D.The impact of resident duty hours reform on the internal medicine core clerkship: results from the clerkship directors in internal medicine survey.Acad Med.2006;81(12):10381044.
  13. Zahn CM, Dunlow SG, Alvero R, Parker JD, Nace C, Armstrong AY.Too little time to teach? Medical student education and work‐hour restriction.Mil Med.2007;172(10):10531057.
  14. Espey E, Ogburn T, Puscheck E.Impact of duty hour limitations on resident and student education in obstetrics and gynecology.J Reprod Med.2007;52(5):345348.
  15. Bing‐You RG, Sproul MS.Medical students' perceptions of themselves and residents as teachers.Med Teach.1992;14:133138.
  16. Greenberg LW, Goldberg MR, Jewett LS.Teaching in the clinical setting: factors influencing residents' perceptions, confidence and behavior.J Med Educ.1984;18:360365.
  17. Apter A, Metzger R, Glassroth J.Residents' perceptions of their role as teachers.J Med Educ.1988;63:900905.
  18. Vidyarthi A, Auerbach A, Wachter R, Katz P.The impact of duty hours on resident self reports of errors.J Gen Intern Med.2007;22(2):205209.
  19. Hauer KE, Wachter RM, McCulloch CE, Woo GA, Auerbach AD.Effects of hospitalist attending physicians on trainee satisfaction with teaching and with internal medicine rotations.Arch Intern Med.2004;164(17):18661871.
  20. Lund KJ, Teal SB, Alvero R.Resident job satisfaction: one year of duty hours.Am J Obstet Gynecol.2005;193(5):18231826.
  21. Brown R.House staff attitudes toward teaching.J Med Educ.1970;45(3):156159.
  22. Brasher AE, Chowdhry S, Hauge LS, Prinz RA.Medical students' perceptions of resident teaching: have duty hours regulations had an impact?Ann Surg.2005;242(4):548553.
  23. Harrison R, Allen E.Teaching internal medicine residents in the new era.J Gen Intern Med.2006;21:447452.
  24. Neher JO, Gordon KC, Meyer B, Stevens N.A five‐step “microskills” model of clinical teaching.J Am Board Fam Pract.1992;5(4):419424.
  25. Ferenchick G, Simpson D, Blackman J, DaRosa D, Dunnington G.Strategies for efficient and effective teaching in the ambulatory care setting.Acad Med.1997;72(4):277280.
  26. Vidyarthi AR, Arora V, Schnipper JL, Wall SD, Wachter RM.Managing discontinuity in academic medical centers: strategies for a safe and effective resident sign‐out.J Hosp Med.2006;1(4):257266.
  27. Resident Duty Hours: Enhancing Sleep, Supervision, and Safety. Ulmer C, Wolman DM, Johns MME, eds.Committee on Optimizing Graduate Medical Trainee (Resident) Hours and Work Schedule to Improve Patient Safety, Institutes of Medicine.Washington, D.C.The National Academics Press,2008.
References
  1. Society of Hospital Medicine (SHM). 2008. 2007‐2008 SHM Bi‐Annual Survey: The Authoritative Source on the State of the Hospital Medicine Movement. Philadelphia, PA: Society of Hospital Medicine.
  2. Accreditation Council for Graduate Medical Education. Resident Duty Hours Common Program Requirements. Available at: http://www. acgme.org/acWebsite/dutyHours/dh_dutyHoursCommonPR.pdf). Accessed December2008.
  3. Philibert I, Friedmann P, Williams W;ACGME Work Group on Resident Duty Hours.Accreditation Council for Graduate Medical Education. New requirements for resident duty hours.JAMA.2002;288(9):11121114.
  4. Vidyarthi AR, Auerbach AD, Wachter RM, Katz PP.The impact of duty hours on resident self reports of errors.J Gen Intern Med.2007;22(2):205209.
  5. Goitein L, Shanafelt TD, Wipf JE, Slatore CG, Back AL.The effects of work‐hour limitations on resident well‐being, patient care, and education in an internal medicine residency program.Arch Intern Med.2005;165(22):26012606.
  6. Gopal R, Glasheen JJ, Miyoshi TJ, Prochazka AV.Burnout and internal medicine resident work‐hour restrictions.Arch Intern Med.2005;165(22):25952600.
  7. Lin GA, Beck DC, Stewart AL, Garbutt JM.Resident perceptions of the impact of work hour limitations.J Gen Intern Med.2007;22(7):969975.
  8. Mathis BR, Diers T, Hornung R, Ho M, Rouan G.Implementing duty hour restrictions without diminishing patient care or education.Acad Med.2006;81(1):6875.
  9. Horwitz LI, Kosiborod M, Lin Z, Krumholz HM.Changes in outcomes for internal medicine inpatients after work‐hour regulations.Ann Intern Med.2007;147:97103.
  10. Shetty KD, Bhattacharya J.Changes in hospital mortality associated with residency work hour regulations.Ann Intern Med.2007;147:7380.
  11. Vidyarthi AR, Katz PP, Wall SD, Wachter RM, Auerbach AD.Impact of reduced duty hours on residents' educational satisfaction at the University of California, San Francisco.Acad Med.2006;81(1):7681.
  12. Kogan JR, Pinto‐Powell R, Brown LA, Hemmer P, Bellini LM, Peltier D.The impact of resident duty hours reform on the internal medicine core clerkship: results from the clerkship directors in internal medicine survey.Acad Med.2006;81(12):10381044.
  13. Zahn CM, Dunlow SG, Alvero R, Parker JD, Nace C, Armstrong AY.Too little time to teach? Medical student education and work‐hour restriction.Mil Med.2007;172(10):10531057.
  14. Espey E, Ogburn T, Puscheck E.Impact of duty hour limitations on resident and student education in obstetrics and gynecology.J Reprod Med.2007;52(5):345348.
  15. Bing‐You RG, Sproul MS.Medical students' perceptions of themselves and residents as teachers.Med Teach.1992;14:133138.
  16. Greenberg LW, Goldberg MR, Jewett LS.Teaching in the clinical setting: factors influencing residents' perceptions, confidence and behavior.J Med Educ.1984;18:360365.
  17. Apter A, Metzger R, Glassroth J.Residents' perceptions of their role as teachers.J Med Educ.1988;63:900905.
  18. Vidyarthi A, Auerbach A, Wachter R, Katz P.The impact of duty hours on resident self reports of errors.J Gen Intern Med.2007;22(2):205209.
  19. Hauer KE, Wachter RM, McCulloch CE, Woo GA, Auerbach AD.Effects of hospitalist attending physicians on trainee satisfaction with teaching and with internal medicine rotations.Arch Intern Med.2004;164(17):18661871.
  20. Lund KJ, Teal SB, Alvero R.Resident job satisfaction: one year of duty hours.Am J Obstet Gynecol.2005;193(5):18231826.
  21. Brown R.House staff attitudes toward teaching.J Med Educ.1970;45(3):156159.
  22. Brasher AE, Chowdhry S, Hauge LS, Prinz RA.Medical students' perceptions of resident teaching: have duty hours regulations had an impact?Ann Surg.2005;242(4):548553.
  23. Harrison R, Allen E.Teaching internal medicine residents in the new era.J Gen Intern Med.2006;21:447452.
  24. Neher JO, Gordon KC, Meyer B, Stevens N.A five‐step “microskills” model of clinical teaching.J Am Board Fam Pract.1992;5(4):419424.
  25. Ferenchick G, Simpson D, Blackman J, DaRosa D, Dunnington G.Strategies for efficient and effective teaching in the ambulatory care setting.Acad Med.1997;72(4):277280.
  26. Vidyarthi AR, Arora V, Schnipper JL, Wall SD, Wachter RM.Managing discontinuity in academic medical centers: strategies for a safe and effective resident sign‐out.J Hosp Med.2006;1(4):257266.
  27. Resident Duty Hours: Enhancing Sleep, Supervision, and Safety. Ulmer C, Wolman DM, Johns MME, eds.Committee on Optimizing Graduate Medical Trainee (Resident) Hours and Work Schedule to Improve Patient Safety, Institutes of Medicine.Washington, D.C.The National Academics Press,2008.
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Journal of Hospital Medicine - 4(8)
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Journal of Hospital Medicine - 4(8)
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Impact of duty‐hour restriction on resident inpatient teaching
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Impact of duty‐hour restriction on resident inpatient teaching
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Editorial

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JHM's new CME feature—helping hospitalists stay afloat

To study the phenomena of disease without books is to sail an uncharted sea, while to study books without patients is not to go to sea at all.1

‐Sir William Osler

For a typical hospitalist in the 21st century, going to sea is not a concern. Getting lost at sea, or worse yet, drowning, loom larger as threats to today's hospitals‐based providers. To help our readers navigate the rapidly changing waters that are today's hospitals, the Journal is launching a new feature. Starting with this issue of the Journal of Hospital Medicine, we are pleased to provide CME credits pertaining to articles published in the Journal at no additional cost to the reader. As the newly appointed CME Editor, I will be charged with identifying an article to be published in upcoming issues of the Journal that is likely to impact the practice of the majority of our readership. Based on the article, a series of multiple‐choice questions will be developed and readers interested in pursuing CME credit will be directed to an on‐line site to complete the questions and receive immediate CME credit along with the answers to the questions.

For our first article, CME questions have been developed for the well‐done review by Abu Jawdeh and colleagues, Evidence‐based approach for prevention of radiocontrast‐induced nephropathy,2 a topic encountered by hospitalists daily. While clinical topics will likely comprise the majority of selected topics, CME activity in the Journal will reflect the diverse roles filled by hospitalists as champions of quality improvement, patient safety, care transitions, teaching, research, and team leadership.

What may seem straightforward at first glance is actually a more complicated process behind the scenes. The Editorial Office and the production team at Wiley have worked hard to make the CME process as seamless as possible for our readers. User‐friendly features include: direct linking between the on‐line Journal and the Journal's web‐based CME activity; on‐line tracking of individual CME credits and certificates; answers to CME questions, along with explanations, available immediately upon submitting your responses; and performance measurement related to the program. In the future, we hope to take advantage of technology to enhance the CME process to reach our diverse readership. We hope you enjoy this new feature of the Journal, and please give us your feedback on it.

Acknowledgements

The author wishes to acknowledge David Kempe for his careful review and input on this editorial.

References
  1. The Quotable Osler. Silverman ME, Murray TJ and Bryan CS, editors. 1st ed.Philadelphia; PA:American College of Physicians;2003:xi.
  2. Abu Jawdeh B, A,Schelling J.Evidence‐Base Approach for Prevention of radiocontrast induced nephropathy.,J Hosp Med.2009;4(8):499505.
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Issue
Journal of Hospital Medicine - 4(8)
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459-459
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Article PDF

To study the phenomena of disease without books is to sail an uncharted sea, while to study books without patients is not to go to sea at all.1

‐Sir William Osler

For a typical hospitalist in the 21st century, going to sea is not a concern. Getting lost at sea, or worse yet, drowning, loom larger as threats to today's hospitals‐based providers. To help our readers navigate the rapidly changing waters that are today's hospitals, the Journal is launching a new feature. Starting with this issue of the Journal of Hospital Medicine, we are pleased to provide CME credits pertaining to articles published in the Journal at no additional cost to the reader. As the newly appointed CME Editor, I will be charged with identifying an article to be published in upcoming issues of the Journal that is likely to impact the practice of the majority of our readership. Based on the article, a series of multiple‐choice questions will be developed and readers interested in pursuing CME credit will be directed to an on‐line site to complete the questions and receive immediate CME credit along with the answers to the questions.

For our first article, CME questions have been developed for the well‐done review by Abu Jawdeh and colleagues, Evidence‐based approach for prevention of radiocontrast‐induced nephropathy,2 a topic encountered by hospitalists daily. While clinical topics will likely comprise the majority of selected topics, CME activity in the Journal will reflect the diverse roles filled by hospitalists as champions of quality improvement, patient safety, care transitions, teaching, research, and team leadership.

What may seem straightforward at first glance is actually a more complicated process behind the scenes. The Editorial Office and the production team at Wiley have worked hard to make the CME process as seamless as possible for our readers. User‐friendly features include: direct linking between the on‐line Journal and the Journal's web‐based CME activity; on‐line tracking of individual CME credits and certificates; answers to CME questions, along with explanations, available immediately upon submitting your responses; and performance measurement related to the program. In the future, we hope to take advantage of technology to enhance the CME process to reach our diverse readership. We hope you enjoy this new feature of the Journal, and please give us your feedback on it.

Acknowledgements

The author wishes to acknowledge David Kempe for his careful review and input on this editorial.

To study the phenomena of disease without books is to sail an uncharted sea, while to study books without patients is not to go to sea at all.1

‐Sir William Osler

For a typical hospitalist in the 21st century, going to sea is not a concern. Getting lost at sea, or worse yet, drowning, loom larger as threats to today's hospitals‐based providers. To help our readers navigate the rapidly changing waters that are today's hospitals, the Journal is launching a new feature. Starting with this issue of the Journal of Hospital Medicine, we are pleased to provide CME credits pertaining to articles published in the Journal at no additional cost to the reader. As the newly appointed CME Editor, I will be charged with identifying an article to be published in upcoming issues of the Journal that is likely to impact the practice of the majority of our readership. Based on the article, a series of multiple‐choice questions will be developed and readers interested in pursuing CME credit will be directed to an on‐line site to complete the questions and receive immediate CME credit along with the answers to the questions.

For our first article, CME questions have been developed for the well‐done review by Abu Jawdeh and colleagues, Evidence‐based approach for prevention of radiocontrast‐induced nephropathy,2 a topic encountered by hospitalists daily. While clinical topics will likely comprise the majority of selected topics, CME activity in the Journal will reflect the diverse roles filled by hospitalists as champions of quality improvement, patient safety, care transitions, teaching, research, and team leadership.

What may seem straightforward at first glance is actually a more complicated process behind the scenes. The Editorial Office and the production team at Wiley have worked hard to make the CME process as seamless as possible for our readers. User‐friendly features include: direct linking between the on‐line Journal and the Journal's web‐based CME activity; on‐line tracking of individual CME credits and certificates; answers to CME questions, along with explanations, available immediately upon submitting your responses; and performance measurement related to the program. In the future, we hope to take advantage of technology to enhance the CME process to reach our diverse readership. We hope you enjoy this new feature of the Journal, and please give us your feedback on it.

Acknowledgements

The author wishes to acknowledge David Kempe for his careful review and input on this editorial.

References
  1. The Quotable Osler. Silverman ME, Murray TJ and Bryan CS, editors. 1st ed.Philadelphia; PA:American College of Physicians;2003:xi.
  2. Abu Jawdeh B, A,Schelling J.Evidence‐Base Approach for Prevention of radiocontrast induced nephropathy.,J Hosp Med.2009;4(8):499505.
References
  1. The Quotable Osler. Silverman ME, Murray TJ and Bryan CS, editors. 1st ed.Philadelphia; PA:American College of Physicians;2003:xi.
  2. Abu Jawdeh B, A,Schelling J.Evidence‐Base Approach for Prevention of radiocontrast induced nephropathy.,J Hosp Med.2009;4(8):499505.
Issue
Journal of Hospital Medicine - 4(8)
Issue
Journal of Hospital Medicine - 4(8)
Page Number
459-459
Page Number
459-459
Article Type
Display Headline
JHM's new CME feature—helping hospitalists stay afloat
Display Headline
JHM's new CME feature—helping hospitalists stay afloat
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Productivity vs. Production Capacity

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Productivity vs. production capacity: Hospitalists as medical educators

Maintaining a balance between productivity (what we do now), and production capacity (the ability to continue to do what we now do in the future) is one of the central tenets of successful organizations and societies. The economic benefits of industrialization (production) must be balanced with the needs of the environment (production capacity). It is appropriate then, that this issue of The Journal of Hospital Medicine juxtaposes Conway's1 article on hospitalists' current production of ensuring value, with articles addressing medical education, our production capacity.

What is the role of hospitalists in medical education? The article by Beasley et al.,2 confirms what has long been suspected: the growth of hospitalists in medical education has paralleled the growth of the movement as a whole. The meta‐analysis by Natarajan et al.3 further suggests that hospitalists are at the very least no worse in medical education than other specialists, and in some domains, may be superior. The theoretical fears of hospitalists as medical educators have not been borne out: utilizing hospitalists as educators does not lead to a decline in resident autonomy, nor does it lead to a decline in educational ability. But despite the fact that 73% of residency training programs utilize hospitalists, there are several reasons why the hospitalists' role in inpatient medical education should be even more robust.

The landscape of graduate medical education has dramatically changed in the past 10 years. The knowledge‐only paradigm has evolved to a comprehensive focus on the trainee's overall performance, including understanding the healthcare system in which she works (systems of care), self‐reflection on her practice (practice‐based learning), and an augmented emphasis on professionalism and interpersonal skills.4 Unfortunately, many systems have not undergone a similar paradigm change, opting instead to merely rearrange components of the old knowledge‐focused system. For example, practice‐based learning may remain relegated to journal clubs, where the focus is on the knowledge contained in the chosen article, instead of active exercises in which the resident self‐reflects on his patient care performance and seeks ways to improve that performance. Instruction in systems‐of‐care may remain within a knowledge‐only paradigm: a didactic lecture on Medicare/Medicaid and reimbursement instead of residents actively participating in quality improvement projects.

The article by Mazotti et al.,5 provides insight into the reason for this developmental arrest: there isn't enough time in the old system. The duty‐hours have decreased for residents, but since the work product has remained the same, the result has been an increase in work intensity. As work intensity increases, production capacity (medical education) is the first to be sacrificed in an effort to maintain production (getting the work done).

Here is the yet unrealized role of the hospitalist. The same degree of systems reengineering that brought about improved efficiency in patient care (shorter lengths of stay, fewer readmissions), must be applied to the inpatient education system if duty hours, a reasonable work intensity, and meaningful education in each of the core competencies are to coexist. But there is no panacea for these issues: each system is unique, and the solutions to improving the efficiency of the inpatient education environment are just as unique. Solutions require a systems architect (ie, the hospitalist) to redesign the educational environment in his particular system. It is natural to assume that the hospitalist educator, familiar with the strengths and weakness of the educational system in which he routinely works, will be best equipped to enact meaningful solutions that improve efficiency while protecting the principles of medical education.

What does it mean to change the educational system? Taiichi Ohno,6 Toyota's Chief Engineer, provides Seven Organizational Wastes, a framework for identifying areas of improvement in the educational work environment. Consider, for example, the following selected opportunities for improving the efficiency of the inpatient medical education system: (1) excessive testing or consultation leading to delayed discharge and more resident work effort (Overproduction); (2) the resident team waiting for the attending to arrive from a procedure or clinic (Waiting); (3) inadequate teaching about the principles of transitions of care, resulting in more readmissions to the teaching service (Transporting); (4) failure to have quality improvement conferences to discuss the appropriateness of admissions (Inappropriate processing); (5) failure to teach residents how to work with social work/placement services to facilitate early discharge (Unnecessary inventory); (6) failure to construct a training program that limits fragmentation, with residents moving from 1 task to the next and back again (Unnecessary motion); and (7) medical errors resulting in prolonged lengths of stay and resident work effort (Defects). There is no shortage of opportunities for improving the efficiency of the inpatient educational environment, but it requires that the systems architect is sufficiently familiar with the system to design interventions that are meaningful and effective. This is the unique advantage of the hospitalist.

But the greatest risk to inpatient medical education is yet to come, and it may be on the hospitalist's shoulders to reverse a dangerous trend. With the advent of more extensive electronic medical records, the locus of patient care has begun to shift from the bedside to a computer terminal. An unbridled drive to efficiency, without a steward to ensure the primacy of patient‐centered care, is likely to inspire the next generation of physicians to see Mr. A. Huxley as the i‐Patient, in which the entirety of his management is conducted from the safety of a computer terminal.7 Despite the need for efficiency, the patient has to remain the focal point. It is at the bedside that the resident learns that observing 5 bags of potato chips on the nightstand might obviate a million‐dollar workup for refractory hypertension. And it is at the bedside that the resident learns that despite our elaborate protocols and decision analyses, the ultimate testing and management decisions hinge upon the patient's preferences. The single best thing than can be done to augment patient safety and quality is to maximize the time the patient spends with his healthcare team; and the hospitalist, who is not in a rush to complete morning rounds in an effort to get to a clinic or an endoscopy suite, may be the person who has the time to prioritize bedside rounds as a part of the educational environment.

The article by Nazario8 establishes the urgency of integrating the humanities into patient management. For meaningful humanities instruction to occur, however, it has to occur at the bedside, not in the classroom. And this requires that the supervising physician has the time to reflect with the resident upon the humanism issues that are unique to each patient encounter. Once again, it is time that enables the luxury of this self‐reflection, a commodity that the hospitalist enjoys as a part of her job description. It is also a commodity that the hospitalist can generate by augmenting efficiency in the educational system, provided patient‐centered care remains the priority.

The role of the hospitalist has to be much more than merely patching the current paradigm of graduate medical education. Overseeing nonteaching services and serving as the night float physician are examples of these patches. While valuable, these roles are useful only in preserving production of the current system, not in enabling production capacity for the next generation of physicians. Continuing in this role without also becoming an active part of the teaching service sends a message to residents that a career as a hospitalist in a teaching environment is only to be a fourth‐year or fifth‐year resident. Why would any resident embark upon that career? Meeting the demand for 30,000 hospitalists by 2012 requires a pipeline of physicians, and answering this question will be central to achieving that goal. Residents must have hospitalist role models, occupying careers devoted to patient safety and quality; careers that are meaningful and fulfilling.

To this end, the hospital medicine community cannot be satisfied with being no worse than other specialists in medical education. As Natarajan et al.3 point out, the evaluation of inpatient medical education has, with few exceptions, been solely based upon learner's subjective opinions. Meaningful change in the educational system will require meaningful objective endpoints: participation in the quality improvement projects; patient‐centered evaluations of resident performance; end‐user evaluations of resident communication skills (clinic physicians, nurses, other services); metrics to assess the efficacy of the transition of care; and resident profiles that enable self‐assessment of their practice. It will be up to the hospitalist to assess the system to define these meaningful endpoints that ensure that inpatient education is advancing quality, safety, and patient‐centered care.

Despite all of the reasons for why hospitalists should be more involved in the teaching service, there remains the 1 reason that they are not: hospitalists on average are young, and they may not have the teaching skills that more experienced generalists or subspecialists possess. To bring about the benefits hospitalists can offer to the inpatient education environment, hospitalists must be willing to compensate for their lack of teaching experience by seeking out formal training courses in medical education. The Academic Hospitalist Academy cosponsored by the Society of Hospital Medicine (SHM), the Society of General Internal Medicine (SGIM), and the Association of Chiefs of General Internal Medicine (ACGIM) is 1 example.9

As experience is accumulated, more hospitalists have to actively seek out leadership positions in graduate medical education, aligning our strengths, in patient safety, efficiency, and systems change, with the goals and objectives of the residency and student programs. The fact that 73% of residency training programs utilize hospitalists is exciting; the fact that there are only 15 hospitalists as program directors is disappointing.2 As was the case in the clinical care environment, leadership will be just as important in the education environment, as it is important for enacting the changes that will transform the inpatient education environment to a system that is efficient, safe, and patient‐centered.

Hospitalists have been effective in their production, augmenting efficiency and quality of patient care. But the reality is that the task of ensuring value, as it pertains to patient safety and quality, is too onerous of a task to be accomplished with arithmetic gains. Generations of physicians will have to adopt a cultural change to reach the ultimate goal. It is of little consequence that we improve safety for a moment in time, only to have it fall by the wayside as successive generations of physicians take our place. Now is the time for hospitalists to fully embrace the inpatient education environment as our responsibility. Too much time has already been wasted in arguing against duty‐hours regulations. These regulations are now here to stay, and this has created a system that is currently unable to handle the strains of multiple demands. Only by using the hospitalist's expertise in systems improvements and efficiency will a new inpatient educational system evolve; one that is efficient, safe, and patient‐focused, thus ensuring current production. And also one that enables meaningful development of communication, practice‐based learning, and systems‐of‐care skills, ensuring our production capacity for years to come.

References
  1. Conway PH.Value‐driven health care: implications for hospitals and hospitalists.J Hosp Med.2009;4(8):507511.
  2. Beasley BW, McBride J, McDonald FS.Hospitalists involvement in internal medicine residencies.J Hosp Med.2009;4(8):471475.
  3. Natarajan P, Ranji S, Auerbach A, Hauer K.Effect of hospitalist attending physicians on trainee educational experiences: a systematic review.J Hosp Med.2009;4(8):490498.
  4. Accreditation Council for Graduate Medical Education (ACGME). Internal Medicine Program Requirements. Available at: http://www.acgme.org/acWebsite/RRC_140/140_prIndex.asp. Accessed August2009.
  5. Mazotti LA, Vidyarthi AR, Wachter RM, Auerbach AD, Katz PP.Impact of duty hour restriction on resident inpatient teaching.J Hosp Med.2009;4(8):476480.
  6. Ohno T.Just‐In‐Time for Today and Tomorrow.New York, NY:Productivity Press;1988.
  7. Verghese A.Culture shock: patient as icon, icon as patient.N Engl J Med.2008;359:27482751.
  8. Nazario R.The Medical humanities as tools for the teaching of patient‐centered care.J Hosp Med.2009;4(8):512514.
  9. Society of General Internal Medicine (SGIM). The Academic Hospitalist Academy. Available at: http://www.sgim.org/index.cfm?pageId=815. Accessed August2009.
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Maintaining a balance between productivity (what we do now), and production capacity (the ability to continue to do what we now do in the future) is one of the central tenets of successful organizations and societies. The economic benefits of industrialization (production) must be balanced with the needs of the environment (production capacity). It is appropriate then, that this issue of The Journal of Hospital Medicine juxtaposes Conway's1 article on hospitalists' current production of ensuring value, with articles addressing medical education, our production capacity.

What is the role of hospitalists in medical education? The article by Beasley et al.,2 confirms what has long been suspected: the growth of hospitalists in medical education has paralleled the growth of the movement as a whole. The meta‐analysis by Natarajan et al.3 further suggests that hospitalists are at the very least no worse in medical education than other specialists, and in some domains, may be superior. The theoretical fears of hospitalists as medical educators have not been borne out: utilizing hospitalists as educators does not lead to a decline in resident autonomy, nor does it lead to a decline in educational ability. But despite the fact that 73% of residency training programs utilize hospitalists, there are several reasons why the hospitalists' role in inpatient medical education should be even more robust.

The landscape of graduate medical education has dramatically changed in the past 10 years. The knowledge‐only paradigm has evolved to a comprehensive focus on the trainee's overall performance, including understanding the healthcare system in which she works (systems of care), self‐reflection on her practice (practice‐based learning), and an augmented emphasis on professionalism and interpersonal skills.4 Unfortunately, many systems have not undergone a similar paradigm change, opting instead to merely rearrange components of the old knowledge‐focused system. For example, practice‐based learning may remain relegated to journal clubs, where the focus is on the knowledge contained in the chosen article, instead of active exercises in which the resident self‐reflects on his patient care performance and seeks ways to improve that performance. Instruction in systems‐of‐care may remain within a knowledge‐only paradigm: a didactic lecture on Medicare/Medicaid and reimbursement instead of residents actively participating in quality improvement projects.

The article by Mazotti et al.,5 provides insight into the reason for this developmental arrest: there isn't enough time in the old system. The duty‐hours have decreased for residents, but since the work product has remained the same, the result has been an increase in work intensity. As work intensity increases, production capacity (medical education) is the first to be sacrificed in an effort to maintain production (getting the work done).

Here is the yet unrealized role of the hospitalist. The same degree of systems reengineering that brought about improved efficiency in patient care (shorter lengths of stay, fewer readmissions), must be applied to the inpatient education system if duty hours, a reasonable work intensity, and meaningful education in each of the core competencies are to coexist. But there is no panacea for these issues: each system is unique, and the solutions to improving the efficiency of the inpatient education environment are just as unique. Solutions require a systems architect (ie, the hospitalist) to redesign the educational environment in his particular system. It is natural to assume that the hospitalist educator, familiar with the strengths and weakness of the educational system in which he routinely works, will be best equipped to enact meaningful solutions that improve efficiency while protecting the principles of medical education.

What does it mean to change the educational system? Taiichi Ohno,6 Toyota's Chief Engineer, provides Seven Organizational Wastes, a framework for identifying areas of improvement in the educational work environment. Consider, for example, the following selected opportunities for improving the efficiency of the inpatient medical education system: (1) excessive testing or consultation leading to delayed discharge and more resident work effort (Overproduction); (2) the resident team waiting for the attending to arrive from a procedure or clinic (Waiting); (3) inadequate teaching about the principles of transitions of care, resulting in more readmissions to the teaching service (Transporting); (4) failure to have quality improvement conferences to discuss the appropriateness of admissions (Inappropriate processing); (5) failure to teach residents how to work with social work/placement services to facilitate early discharge (Unnecessary inventory); (6) failure to construct a training program that limits fragmentation, with residents moving from 1 task to the next and back again (Unnecessary motion); and (7) medical errors resulting in prolonged lengths of stay and resident work effort (Defects). There is no shortage of opportunities for improving the efficiency of the inpatient educational environment, but it requires that the systems architect is sufficiently familiar with the system to design interventions that are meaningful and effective. This is the unique advantage of the hospitalist.

But the greatest risk to inpatient medical education is yet to come, and it may be on the hospitalist's shoulders to reverse a dangerous trend. With the advent of more extensive electronic medical records, the locus of patient care has begun to shift from the bedside to a computer terminal. An unbridled drive to efficiency, without a steward to ensure the primacy of patient‐centered care, is likely to inspire the next generation of physicians to see Mr. A. Huxley as the i‐Patient, in which the entirety of his management is conducted from the safety of a computer terminal.7 Despite the need for efficiency, the patient has to remain the focal point. It is at the bedside that the resident learns that observing 5 bags of potato chips on the nightstand might obviate a million‐dollar workup for refractory hypertension. And it is at the bedside that the resident learns that despite our elaborate protocols and decision analyses, the ultimate testing and management decisions hinge upon the patient's preferences. The single best thing than can be done to augment patient safety and quality is to maximize the time the patient spends with his healthcare team; and the hospitalist, who is not in a rush to complete morning rounds in an effort to get to a clinic or an endoscopy suite, may be the person who has the time to prioritize bedside rounds as a part of the educational environment.

The article by Nazario8 establishes the urgency of integrating the humanities into patient management. For meaningful humanities instruction to occur, however, it has to occur at the bedside, not in the classroom. And this requires that the supervising physician has the time to reflect with the resident upon the humanism issues that are unique to each patient encounter. Once again, it is time that enables the luxury of this self‐reflection, a commodity that the hospitalist enjoys as a part of her job description. It is also a commodity that the hospitalist can generate by augmenting efficiency in the educational system, provided patient‐centered care remains the priority.

The role of the hospitalist has to be much more than merely patching the current paradigm of graduate medical education. Overseeing nonteaching services and serving as the night float physician are examples of these patches. While valuable, these roles are useful only in preserving production of the current system, not in enabling production capacity for the next generation of physicians. Continuing in this role without also becoming an active part of the teaching service sends a message to residents that a career as a hospitalist in a teaching environment is only to be a fourth‐year or fifth‐year resident. Why would any resident embark upon that career? Meeting the demand for 30,000 hospitalists by 2012 requires a pipeline of physicians, and answering this question will be central to achieving that goal. Residents must have hospitalist role models, occupying careers devoted to patient safety and quality; careers that are meaningful and fulfilling.

To this end, the hospital medicine community cannot be satisfied with being no worse than other specialists in medical education. As Natarajan et al.3 point out, the evaluation of inpatient medical education has, with few exceptions, been solely based upon learner's subjective opinions. Meaningful change in the educational system will require meaningful objective endpoints: participation in the quality improvement projects; patient‐centered evaluations of resident performance; end‐user evaluations of resident communication skills (clinic physicians, nurses, other services); metrics to assess the efficacy of the transition of care; and resident profiles that enable self‐assessment of their practice. It will be up to the hospitalist to assess the system to define these meaningful endpoints that ensure that inpatient education is advancing quality, safety, and patient‐centered care.

Despite all of the reasons for why hospitalists should be more involved in the teaching service, there remains the 1 reason that they are not: hospitalists on average are young, and they may not have the teaching skills that more experienced generalists or subspecialists possess. To bring about the benefits hospitalists can offer to the inpatient education environment, hospitalists must be willing to compensate for their lack of teaching experience by seeking out formal training courses in medical education. The Academic Hospitalist Academy cosponsored by the Society of Hospital Medicine (SHM), the Society of General Internal Medicine (SGIM), and the Association of Chiefs of General Internal Medicine (ACGIM) is 1 example.9

As experience is accumulated, more hospitalists have to actively seek out leadership positions in graduate medical education, aligning our strengths, in patient safety, efficiency, and systems change, with the goals and objectives of the residency and student programs. The fact that 73% of residency training programs utilize hospitalists is exciting; the fact that there are only 15 hospitalists as program directors is disappointing.2 As was the case in the clinical care environment, leadership will be just as important in the education environment, as it is important for enacting the changes that will transform the inpatient education environment to a system that is efficient, safe, and patient‐centered.

Hospitalists have been effective in their production, augmenting efficiency and quality of patient care. But the reality is that the task of ensuring value, as it pertains to patient safety and quality, is too onerous of a task to be accomplished with arithmetic gains. Generations of physicians will have to adopt a cultural change to reach the ultimate goal. It is of little consequence that we improve safety for a moment in time, only to have it fall by the wayside as successive generations of physicians take our place. Now is the time for hospitalists to fully embrace the inpatient education environment as our responsibility. Too much time has already been wasted in arguing against duty‐hours regulations. These regulations are now here to stay, and this has created a system that is currently unable to handle the strains of multiple demands. Only by using the hospitalist's expertise in systems improvements and efficiency will a new inpatient educational system evolve; one that is efficient, safe, and patient‐focused, thus ensuring current production. And also one that enables meaningful development of communication, practice‐based learning, and systems‐of‐care skills, ensuring our production capacity for years to come.

Maintaining a balance between productivity (what we do now), and production capacity (the ability to continue to do what we now do in the future) is one of the central tenets of successful organizations and societies. The economic benefits of industrialization (production) must be balanced with the needs of the environment (production capacity). It is appropriate then, that this issue of The Journal of Hospital Medicine juxtaposes Conway's1 article on hospitalists' current production of ensuring value, with articles addressing medical education, our production capacity.

What is the role of hospitalists in medical education? The article by Beasley et al.,2 confirms what has long been suspected: the growth of hospitalists in medical education has paralleled the growth of the movement as a whole. The meta‐analysis by Natarajan et al.3 further suggests that hospitalists are at the very least no worse in medical education than other specialists, and in some domains, may be superior. The theoretical fears of hospitalists as medical educators have not been borne out: utilizing hospitalists as educators does not lead to a decline in resident autonomy, nor does it lead to a decline in educational ability. But despite the fact that 73% of residency training programs utilize hospitalists, there are several reasons why the hospitalists' role in inpatient medical education should be even more robust.

The landscape of graduate medical education has dramatically changed in the past 10 years. The knowledge‐only paradigm has evolved to a comprehensive focus on the trainee's overall performance, including understanding the healthcare system in which she works (systems of care), self‐reflection on her practice (practice‐based learning), and an augmented emphasis on professionalism and interpersonal skills.4 Unfortunately, many systems have not undergone a similar paradigm change, opting instead to merely rearrange components of the old knowledge‐focused system. For example, practice‐based learning may remain relegated to journal clubs, where the focus is on the knowledge contained in the chosen article, instead of active exercises in which the resident self‐reflects on his patient care performance and seeks ways to improve that performance. Instruction in systems‐of‐care may remain within a knowledge‐only paradigm: a didactic lecture on Medicare/Medicaid and reimbursement instead of residents actively participating in quality improvement projects.

The article by Mazotti et al.,5 provides insight into the reason for this developmental arrest: there isn't enough time in the old system. The duty‐hours have decreased for residents, but since the work product has remained the same, the result has been an increase in work intensity. As work intensity increases, production capacity (medical education) is the first to be sacrificed in an effort to maintain production (getting the work done).

Here is the yet unrealized role of the hospitalist. The same degree of systems reengineering that brought about improved efficiency in patient care (shorter lengths of stay, fewer readmissions), must be applied to the inpatient education system if duty hours, a reasonable work intensity, and meaningful education in each of the core competencies are to coexist. But there is no panacea for these issues: each system is unique, and the solutions to improving the efficiency of the inpatient education environment are just as unique. Solutions require a systems architect (ie, the hospitalist) to redesign the educational environment in his particular system. It is natural to assume that the hospitalist educator, familiar with the strengths and weakness of the educational system in which he routinely works, will be best equipped to enact meaningful solutions that improve efficiency while protecting the principles of medical education.

What does it mean to change the educational system? Taiichi Ohno,6 Toyota's Chief Engineer, provides Seven Organizational Wastes, a framework for identifying areas of improvement in the educational work environment. Consider, for example, the following selected opportunities for improving the efficiency of the inpatient medical education system: (1) excessive testing or consultation leading to delayed discharge and more resident work effort (Overproduction); (2) the resident team waiting for the attending to arrive from a procedure or clinic (Waiting); (3) inadequate teaching about the principles of transitions of care, resulting in more readmissions to the teaching service (Transporting); (4) failure to have quality improvement conferences to discuss the appropriateness of admissions (Inappropriate processing); (5) failure to teach residents how to work with social work/placement services to facilitate early discharge (Unnecessary inventory); (6) failure to construct a training program that limits fragmentation, with residents moving from 1 task to the next and back again (Unnecessary motion); and (7) medical errors resulting in prolonged lengths of stay and resident work effort (Defects). There is no shortage of opportunities for improving the efficiency of the inpatient educational environment, but it requires that the systems architect is sufficiently familiar with the system to design interventions that are meaningful and effective. This is the unique advantage of the hospitalist.

But the greatest risk to inpatient medical education is yet to come, and it may be on the hospitalist's shoulders to reverse a dangerous trend. With the advent of more extensive electronic medical records, the locus of patient care has begun to shift from the bedside to a computer terminal. An unbridled drive to efficiency, without a steward to ensure the primacy of patient‐centered care, is likely to inspire the next generation of physicians to see Mr. A. Huxley as the i‐Patient, in which the entirety of his management is conducted from the safety of a computer terminal.7 Despite the need for efficiency, the patient has to remain the focal point. It is at the bedside that the resident learns that observing 5 bags of potato chips on the nightstand might obviate a million‐dollar workup for refractory hypertension. And it is at the bedside that the resident learns that despite our elaborate protocols and decision analyses, the ultimate testing and management decisions hinge upon the patient's preferences. The single best thing than can be done to augment patient safety and quality is to maximize the time the patient spends with his healthcare team; and the hospitalist, who is not in a rush to complete morning rounds in an effort to get to a clinic or an endoscopy suite, may be the person who has the time to prioritize bedside rounds as a part of the educational environment.

The article by Nazario8 establishes the urgency of integrating the humanities into patient management. For meaningful humanities instruction to occur, however, it has to occur at the bedside, not in the classroom. And this requires that the supervising physician has the time to reflect with the resident upon the humanism issues that are unique to each patient encounter. Once again, it is time that enables the luxury of this self‐reflection, a commodity that the hospitalist enjoys as a part of her job description. It is also a commodity that the hospitalist can generate by augmenting efficiency in the educational system, provided patient‐centered care remains the priority.

The role of the hospitalist has to be much more than merely patching the current paradigm of graduate medical education. Overseeing nonteaching services and serving as the night float physician are examples of these patches. While valuable, these roles are useful only in preserving production of the current system, not in enabling production capacity for the next generation of physicians. Continuing in this role without also becoming an active part of the teaching service sends a message to residents that a career as a hospitalist in a teaching environment is only to be a fourth‐year or fifth‐year resident. Why would any resident embark upon that career? Meeting the demand for 30,000 hospitalists by 2012 requires a pipeline of physicians, and answering this question will be central to achieving that goal. Residents must have hospitalist role models, occupying careers devoted to patient safety and quality; careers that are meaningful and fulfilling.

To this end, the hospital medicine community cannot be satisfied with being no worse than other specialists in medical education. As Natarajan et al.3 point out, the evaluation of inpatient medical education has, with few exceptions, been solely based upon learner's subjective opinions. Meaningful change in the educational system will require meaningful objective endpoints: participation in the quality improvement projects; patient‐centered evaluations of resident performance; end‐user evaluations of resident communication skills (clinic physicians, nurses, other services); metrics to assess the efficacy of the transition of care; and resident profiles that enable self‐assessment of their practice. It will be up to the hospitalist to assess the system to define these meaningful endpoints that ensure that inpatient education is advancing quality, safety, and patient‐centered care.

Despite all of the reasons for why hospitalists should be more involved in the teaching service, there remains the 1 reason that they are not: hospitalists on average are young, and they may not have the teaching skills that more experienced generalists or subspecialists possess. To bring about the benefits hospitalists can offer to the inpatient education environment, hospitalists must be willing to compensate for their lack of teaching experience by seeking out formal training courses in medical education. The Academic Hospitalist Academy cosponsored by the Society of Hospital Medicine (SHM), the Society of General Internal Medicine (SGIM), and the Association of Chiefs of General Internal Medicine (ACGIM) is 1 example.9

As experience is accumulated, more hospitalists have to actively seek out leadership positions in graduate medical education, aligning our strengths, in patient safety, efficiency, and systems change, with the goals and objectives of the residency and student programs. The fact that 73% of residency training programs utilize hospitalists is exciting; the fact that there are only 15 hospitalists as program directors is disappointing.2 As was the case in the clinical care environment, leadership will be just as important in the education environment, as it is important for enacting the changes that will transform the inpatient education environment to a system that is efficient, safe, and patient‐centered.

Hospitalists have been effective in their production, augmenting efficiency and quality of patient care. But the reality is that the task of ensuring value, as it pertains to patient safety and quality, is too onerous of a task to be accomplished with arithmetic gains. Generations of physicians will have to adopt a cultural change to reach the ultimate goal. It is of little consequence that we improve safety for a moment in time, only to have it fall by the wayside as successive generations of physicians take our place. Now is the time for hospitalists to fully embrace the inpatient education environment as our responsibility. Too much time has already been wasted in arguing against duty‐hours regulations. These regulations are now here to stay, and this has created a system that is currently unable to handle the strains of multiple demands. Only by using the hospitalist's expertise in systems improvements and efficiency will a new inpatient educational system evolve; one that is efficient, safe, and patient‐focused, thus ensuring current production. And also one that enables meaningful development of communication, practice‐based learning, and systems‐of‐care skills, ensuring our production capacity for years to come.

References
  1. Conway PH.Value‐driven health care: implications for hospitals and hospitalists.J Hosp Med.2009;4(8):507511.
  2. Beasley BW, McBride J, McDonald FS.Hospitalists involvement in internal medicine residencies.J Hosp Med.2009;4(8):471475.
  3. Natarajan P, Ranji S, Auerbach A, Hauer K.Effect of hospitalist attending physicians on trainee educational experiences: a systematic review.J Hosp Med.2009;4(8):490498.
  4. Accreditation Council for Graduate Medical Education (ACGME). Internal Medicine Program Requirements. Available at: http://www.acgme.org/acWebsite/RRC_140/140_prIndex.asp. Accessed August2009.
  5. Mazotti LA, Vidyarthi AR, Wachter RM, Auerbach AD, Katz PP.Impact of duty hour restriction on resident inpatient teaching.J Hosp Med.2009;4(8):476480.
  6. Ohno T.Just‐In‐Time for Today and Tomorrow.New York, NY:Productivity Press;1988.
  7. Verghese A.Culture shock: patient as icon, icon as patient.N Engl J Med.2008;359:27482751.
  8. Nazario R.The Medical humanities as tools for the teaching of patient‐centered care.J Hosp Med.2009;4(8):512514.
  9. Society of General Internal Medicine (SGIM). The Academic Hospitalist Academy. Available at: http://www.sgim.org/index.cfm?pageId=815. Accessed August2009.
References
  1. Conway PH.Value‐driven health care: implications for hospitals and hospitalists.J Hosp Med.2009;4(8):507511.
  2. Beasley BW, McBride J, McDonald FS.Hospitalists involvement in internal medicine residencies.J Hosp Med.2009;4(8):471475.
  3. Natarajan P, Ranji S, Auerbach A, Hauer K.Effect of hospitalist attending physicians on trainee educational experiences: a systematic review.J Hosp Med.2009;4(8):490498.
  4. Accreditation Council for Graduate Medical Education (ACGME). Internal Medicine Program Requirements. Available at: http://www.acgme.org/acWebsite/RRC_140/140_prIndex.asp. Accessed August2009.
  5. Mazotti LA, Vidyarthi AR, Wachter RM, Auerbach AD, Katz PP.Impact of duty hour restriction on resident inpatient teaching.J Hosp Med.2009;4(8):476480.
  6. Ohno T.Just‐In‐Time for Today and Tomorrow.New York, NY:Productivity Press;1988.
  7. Verghese A.Culture shock: patient as icon, icon as patient.N Engl J Med.2008;359:27482751.
  8. Nazario R.The Medical humanities as tools for the teaching of patient‐centered care.J Hosp Med.2009;4(8):512514.
  9. Society of General Internal Medicine (SGIM). The Academic Hospitalist Academy. Available at: http://www.sgim.org/index.cfm?pageId=815. Accessed August2009.
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Productivity vs. production capacity: Hospitalists as medical educators
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Consultation Improvement Teaching Module

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A case‐based teaching module combined with audit and feedback to improve the quality of consultations

An important role of the internist is that of inpatient medical consultant.13 As consultants, internists make recommendations regarding the patient's medical care and help the primary team to care for the patient. This requires familiarity with the body of knowledge of consultative medicine, as well as process skills that relate to working with teams of providers.1, 4, 5 For some physicians, the knowledge and skills of medical consultation are acquired during residency; however, many internists feel inadequately prepared for their roles of consultants.68 Because no specific requirements for medical consultation curricula during graduate medical education have been set forth, internists and other physicians do not receive uniform or comprehensive training in this area.3, 57, 9 Although internal medicine residents may gain experience while performing consultations on subspecialty rotations (eg, cardiology), the teaching on these blocks tends to be focused on the specialty content and less so on consultative principles.1, 4

As inpatient care is increasingly being taken over by hospitalists, the role of the hospitalist has expanded to include medical consultation. It is estimated that 92% of hospitalists care for patients on medical consultation services.8 The Society of Hospital Medicine (SHM) has also included medical consultation as one of the core competencies of the hospitalist.2 Therefore, it is essential that hospitalists master the knowledge and skills that are required to serve as effective consultants.10, 11

An educational strategy that has been shown to be effective in improving medical practice is audit and feedback.1215 Providing physicians with feedback on their clinical practice has been shown to improve performance more so than other educational methods.12 Practice‐based learning and improvement (PBLI) utilizes this strategy and it has become one of the core competencies stressed by the Accreditation Council for Graduate Medical Education (ACGME). It involves analyzing one's patient care practices in order to identify areas for improvement. In this study, we tested the impact of a newly developed one‐on‐one medical consultation educational module that was combined with audit and feedback in an attempt to improve the quality of the consultations being performed by our hospitalists.

Materials and Methods

Study Design and Setting

This single group pre‐post educational intervention study took place at Johns Hopkins Bayview Medical Center (JHBMC), a 353‐bed university‐affiliated tertiary care medical center in Baltimore, MD, during the 2006‐2007 academic year.

Study Subjects

All 7 members of the hospitalist group at JHBMC who were serving on the medical consultation service during the study period participated. The internal medicine residents who elected to rotate on the consultation service during the study period were also exposed to the case‐based module component of the intervention.

Intervention

The educational intervention was delivered as a one‐on‐one session and lasted approximately 1 hour. The time was spent on the following activities:

  • A true‐false pretest to assess knowledge based on clinical scenarios (Appendix 1).

  • A case‐based module emphasizing the core principles of consultative medicine.16 The module was purposively designed to teach and stimulate thought around 3 complex general medical consultations. These cases are followed by questions about scenarios. The cases specifically address the role of medical consultant and the ways to be most effective in this role based on the recommendations of experts in the field.1, 10 Additional details about the content and format can be viewed at http://www.jhcme.com/site.16 As the physician was working through the teaching cases, the teacher would facilitate discussion around wrong answers and issues that the learner wanted to discuss.

  • The true‐false test to assess knowledge was once again administered (the posttest was identical to the pretest).

  • For the hospitalist faculty members only (and not the residents), audit and feedback was utilized. The physician was shown 2 of his/her most recent consults and was asked to reflect upon the strengths and weaknesses of the consult. The hospitalist was explicitly asked to critique them in light of the knowledge they gained from the consultation module. The teacher also gave specific feedback, both positive and negative, about the written consultations with attention directed specifically toward: the number of recommendations, the specificity of the guidance (eg, exact dosing of medications), clear documentation of their name and contact information, and documentation that the suggestions were verbally passed on to the primary team.

 

Evaluation Data

Learner knowledge, both at baseline and after the case‐based module, was assessed using a written test.

Consultations performed before and after the intervention were compared. Copies of up to 5 consults done by each hospitalist during the year before or after the educational intervention were collected. Identifiers and dates were removed from the consults so that scorers did not know whether the consults were preintervention or postintervention. Consults were scored out of a possible total of 4 to 6 pointsdepending on whether specific elements were applicable. One point was given for each of the following: (1) number of recommendations 5; (2) specific details for all drugs listed [if applicable]; (3) specific details for imaging studies suggested [if applicable]; (4) specific follow‐up documented; (5) consultant's name being clearly written; and (6) verbal contact with the referring team documented. These 6 elements were included based on expert recommendation.10 All consults were scored by 2 hospitalists independently. Disagreements in scores were infrequent (on <10% of the 48 consults scored) and these were only off by 1 point for the overall score. The disagreements were settled by discussion and consensus. All consult scores were converted to a score out of 5, to allow comparisons to be made.

Following the intervention, each participant completed an overall assessment of the educational experience.

Data Analysis

We examined the frequency of responses for each variable and reviewed the distributions. The knowledge scores on the written pretests were not normally distributed and therefore when making comparisons to the posttest, we used the Wilcoxon rank signed test. In comparing the performance scores on the consults across the 2 time periods, we compared the results with both Wilcoxon rank signed test and paired t tests. Because the results were equivalent with both tests, the means from the t tests are shown. Data were analyzed using STATA version 8 (Stata Corp., College Station, TX).

Results

Study Subjects

Among the 14 hospitalist faculty members who were on staff during the study period, 7 were performing medical consults and therefore participated in the study. The 7 faculty members had a mean age of 35 years; 5 (71%) were female, and 5 (71%) were board‐certified in Internal Medicine. The average elapsed time since completion of residency was 5.1 years and average number of years practicing as a hospitalist was 3.8 years (Table 1).

Characteristics of the Faculty Members and House Officers Who Participated in the Study
Faculty (n = 7) 
Age in years, mean (SD)35.57 (5.1)
Female, n (%)5 (71%)
Board certified, n (%)5 (71%)
Years since completion of residency, mean (SD)5.1 (4.4)
Number of years in practice, mean (SD)3.8 (2.9)
Weeks spent in medical consult rotation, mean (SD)3.7 (0.8)
Have read consultation books, n (%)5 (71%)
Housestaff (n = 11) 
Age in years, mean (SD)29.1 (1.8)
Female, n (%)7 (64%)
Residency year, n (%) 
PGY10 (0%)
PGY22 (20%)
PGY37 (70%)
PGY41 (10%)
Weeks spent in medical consult rotation, mean (SD)1.5 (0.85)
Have read consultation books, n (%)5 (50%)

There were 12 house‐staff members who were on their medical consultation rotation during the study period and were exposed to the intervention. Of the 12 house‐staff members, 11 provided demographic information. Characteristics of the 11 house‐staff participants are also shown in Table 1.

Premodule vs. Postmodule Knowledge Assessment

Both faculty and house‐staff performed very well on the true/false pretest. The small changes in the median scores from pretest to posttest did not change significantly for the faculty (pretest: 11/14, posttest: 12/14; P = 0.08), but did reach statistical significance for the house‐staff (pretest: 10/14, posttest: 12/14; P = 0.03).

Audit and Feedback

Of the 7 faculty who participated in the study, 6 performed consults both before and after the intervention. Using the consult scoring system, the scores for all 6 physicians' consults improved after the intervention compared to their earlier consults (Table 2). For 1 faculty member, the consult scores were statistically significantly higher after the intervention (P = 0.017). When all consults completed by the hospitalists were compared before and after the training, there was statistically significant improvement in consult scores (P < 0.001) (Table 2).

Comparisons of Scores for the Consultations Performed Before and After the Intervention
 Preintervention (n =27)Postintervention (n = 21) 
ConsultantScores*MeanScores*MeanP value
  • Total possible score = 5.

  • P value obtained using t test. Significance of results was equivalent when analyzed using the Wilcoxon ranked sign test.

A2, 3, 3.75, 3, 2.52.83, 3, 3, 4, 43.40.093
B3, 3, 3, 3, 12.64, 3, 3, 2.53.10.18
C2, 1.671.84, 2, 33.00.11
D4, 2.5, 3.75, 2.5, 3.753.33.75, 33.40.45
E2, 3, 1, 2, 22.03, 3, 3.753.30.017
F3, 3.75, 2.5, 4, 23.12, 3.75, 4, 43.30.27
All 2.7 3.30.0006

Satisfaction with Consultation Curricula

All faculty and house‐staff participants felt that the intervention had an impact on them (19/19, 100%). Eighteen out of 19 participants (95%) would recommend the educational session to colleagues. After participating, 82% of learners felt confident in performing medical consultations. With respect to the audit and feedback process of reviewing their previously performed consultations, all physicians claimed that their written consultation notes would change in the future.

Discussion

This curricular intervention using a case‐based module combined with audit and feedback appears to have resulted not only in improved knowledge, but also changed physician behavior in the form of higher‐quality written consultations. The teaching sessions were also well received and valued by busy hospitalists.

A review of randomized trials of audit and feedback12 revealed that this strategy is effective in improving professional practice in a variety of areas, including laboratory overutilization,13, 14 clinical practice guideline adherence,15, 17 and antibiotic utilization.13 In 1 study, internal medicine specialists audited their consultation letters and most believed that there had been lasting improvements to their notes.18 However, this study did not objectively compare the consultation letters from before audit and feedback to those written afterward but instead relied solely on the respondents' self‐assessment. It is known that many residents and recent graduates of internal medicine programs feel inadequately prepared in the role of consultant.6, 8 This work describes a curricular intervention that served to augment confidence, knowledge, and actual performance in consultation medicine of physicians. Goldman et al.'s10 Ten Commandments for Effective Consultations, which were later modified by Salerno et al.,11 were highlighted in our case‐based teachings: determine the question being asked or how you can help the requesting physician, establish the urgency of the consultation, gather primary data, be as brief as appropriate in your report, provide specific recommendations, provide contingency plans and discuss their execution, define your role in conjunction with the requesting physician, offer educational information, communicate recommendations directly to the requesting physician, and provide daily follow‐up. These tenets informed the development of the consultation scoring system that was used to assess the quality of the written consultations produced by our consultant hospitalists.

Audit and feedback is similar to PBLI, one of the ACGME core competencies for residency training. Both attempt to engage individuals by having them analyze their patient care practices, looking critically to: (1) identify areas needing improvement, and (2) consider strategies that can be implemented to enhance clinical performance. We now show that consultative medicine is an area that appears to be responsive to a mixed methodological educational intervention that includes audit and feedback.

Faculty and house‐staff knowledge of consultative medicine was assessed both before and after the case‐based educational module. Both groups scored very highly on the true/false pretest, suggesting either that their knowledge was excellent at baseline or the test was not sufficiently challenging. If their knowledge was truly very high, then the intervention need not have focused on improving knowledge. It is our interpretation that the true/false knowledge assessment was not challenging enough and therefore failed to comprehensively characterize their knowledge of consultative medicine.

Several limitations of this study should be considered. First, the sample size was small, including only 7 faculty and 12 house‐staff members. However, these numbers were sufficient to show statistically significant overall improvements in both knowledge and on the consultation scores. Second, few consultations were performed by each faculty member, ranging from 2 to 5, before and after the intervention. This may explain why only 1 out of 6 faculty members showed statistically significant improvement in the quality of consults after the intervention. Third, the true/false format of the knowledge tests allowed the subjects to score very high on the pretest, thereby making it difficult to detect knowledge gained after the intervention. Fourth, the scale used to evaluate consults has not been previously validated. The elements assessed by this scale were decided upon based on guidance from the literature10 and the authors' expertise, thereby affording it content validity evidence.19 The recommendations that guided the scale's development have been shown to improve compliance with the recommendations put forth by the consultant.1, 11 Internal structure validity evidence was conferred by the high level of agreement in scores between the independent raters. Relation to other variables validity evidence may be considered because doctors D and F scored highest on this scale and they are the 2 physicians most experienced in consult medicine. Finally, the educational intervention was time‐intensive for both learners and teacher. It consisted of a 1 hour‐long one‐on‐one session. This can be difficult to incorporate into a busy hospitalist program. The intervention can be made more efficient by having learners take the web‐based module online independently, and then meeting with the teacher for the audit and feedback component.

This consult medicine curricular intervention involving audit and feedback was beneficial to hospitalists and resulted in improved consultation notes. While resource intensive, the one‐on‐one teaching session appears to have worked and resulted in outcomes that are meaningful with respect to patient care.

References
  1. Gross R, Caputo G.Kammerer and Gross' Medical Consultation: the Internist on Surgical, Obstetric, and Psychiatric Services.3rd ed.Baltimore:Williams and Wilkins;1998.
  2. Society of Hospital Medicine.Hospitalist as consultant.J Hosp Med.2006;1(S1):70.
  3. Deyo R.The internist as consultant.Arch Intern Med.1980;140:137138.
  4. Byyny R, Siegler M, Tarlov A.Development of an academic section of general internal medicine.Am J Med.1977;63(4):493498.
  5. Moore R, Kammerer W, McGlynn T, Trautlein J, Burnside J.Consultations in internal medicine: a training program resource.J Med Educ.1977;52(4):323327.
  6. Devor M, Renvall M, Ramsdell J.Practice patterns and the adequacy of residency training in consultation medicine.J Gen Intern Med.1993;8(10):554560.
  7. Bomalaski J, Martin G, Webster J.General internal medicine consultation: the last bridge.Arch Intern Med.1983;143:875876.
  8. Plauth W,Pantilat S, Wachter R, Fenton C.Hospitalists' perceptions of their residency training needs: results of a national survey.Am J Med.2001;111(3):247254.
  9. Robie P.The service and educational contributions of a general medicine consultation service.J Gen Intern Med.1986;1:225227.
  10. Goldman L, Lee T, Rudd P.Ten commandments for effective consultations.Arch Intern Med.1983;143:17531755.
  11. Salerno S, Hurst F, Halvorson S, Mercado D.Principles of effective consultation, an update for the 21st‐century consultant.Arch Intern Med.2007;167:271275.
  12. Jamtvedt G, Young J, Kristoffersen D, O'Brien M, Oxman A.Does telling people what they have been doing change what they do? A systematic review of the effects of audit and feedback.Qual Saf Health Care.2006;15:433436.
  13. Miyakis S, Karamanof G, Liontos M, Mountokalakis T.Factors contributing to inappropriate ordering of tests in an academic medical department and the effect of an educational feedback strategy.Postgrad Med J.2006;82:823829.
  14. Winkens R, Pop P, Grol R, et al.Effects of routine individual feedback over nine years on general practitioners' requests for tests.BMJ.1996;312:490.
  15. Kisuule F, Wright S, Barreto J, Zenilman J.Improving antibiotic utilization among hospitalists: a pilot academic detailing project with a public health approach.J Hosp Med.2008;3(1):6470.
  16. Feldman L, Minter‐Jordan M. The role of the medical consultant. Johns Hopkins Consultative Medicine Essentials for Hospitalists. Available at:http://www.jhcme.com/site/article.cfm?ID=8. Accessed April2009.
  17. Hysong S, Best R, Pugh J.Audit and feedback and clinical practice guideline adherence: making feedback actionable.Implement Sci.2006;1:9.
  18. Keely E, Myers K, Dojeiji S, Campbell C.Peer assessment of outpatient consultation letters—feasibility and satisfaction.BMC Med Educ.2007;7:13.
  19. Beckman TJ, Cook DA, Mandrekar JN.What is the validity evidence for assessment of clinical teaching?J Gen Intern Med.2005;20:11591164.
Article PDF
Issue
Journal of Hospital Medicine - 4(8)
Page Number
486-489
Legacy Keywords
audit and feedback, medical consultation, medical education
Sections
Article PDF
Article PDF

An important role of the internist is that of inpatient medical consultant.13 As consultants, internists make recommendations regarding the patient's medical care and help the primary team to care for the patient. This requires familiarity with the body of knowledge of consultative medicine, as well as process skills that relate to working with teams of providers.1, 4, 5 For some physicians, the knowledge and skills of medical consultation are acquired during residency; however, many internists feel inadequately prepared for their roles of consultants.68 Because no specific requirements for medical consultation curricula during graduate medical education have been set forth, internists and other physicians do not receive uniform or comprehensive training in this area.3, 57, 9 Although internal medicine residents may gain experience while performing consultations on subspecialty rotations (eg, cardiology), the teaching on these blocks tends to be focused on the specialty content and less so on consultative principles.1, 4

As inpatient care is increasingly being taken over by hospitalists, the role of the hospitalist has expanded to include medical consultation. It is estimated that 92% of hospitalists care for patients on medical consultation services.8 The Society of Hospital Medicine (SHM) has also included medical consultation as one of the core competencies of the hospitalist.2 Therefore, it is essential that hospitalists master the knowledge and skills that are required to serve as effective consultants.10, 11

An educational strategy that has been shown to be effective in improving medical practice is audit and feedback.1215 Providing physicians with feedback on their clinical practice has been shown to improve performance more so than other educational methods.12 Practice‐based learning and improvement (PBLI) utilizes this strategy and it has become one of the core competencies stressed by the Accreditation Council for Graduate Medical Education (ACGME). It involves analyzing one's patient care practices in order to identify areas for improvement. In this study, we tested the impact of a newly developed one‐on‐one medical consultation educational module that was combined with audit and feedback in an attempt to improve the quality of the consultations being performed by our hospitalists.

Materials and Methods

Study Design and Setting

This single group pre‐post educational intervention study took place at Johns Hopkins Bayview Medical Center (JHBMC), a 353‐bed university‐affiliated tertiary care medical center in Baltimore, MD, during the 2006‐2007 academic year.

Study Subjects

All 7 members of the hospitalist group at JHBMC who were serving on the medical consultation service during the study period participated. The internal medicine residents who elected to rotate on the consultation service during the study period were also exposed to the case‐based module component of the intervention.

Intervention

The educational intervention was delivered as a one‐on‐one session and lasted approximately 1 hour. The time was spent on the following activities:

  • A true‐false pretest to assess knowledge based on clinical scenarios (Appendix 1).

  • A case‐based module emphasizing the core principles of consultative medicine.16 The module was purposively designed to teach and stimulate thought around 3 complex general medical consultations. These cases are followed by questions about scenarios. The cases specifically address the role of medical consultant and the ways to be most effective in this role based on the recommendations of experts in the field.1, 10 Additional details about the content and format can be viewed at http://www.jhcme.com/site.16 As the physician was working through the teaching cases, the teacher would facilitate discussion around wrong answers and issues that the learner wanted to discuss.

  • The true‐false test to assess knowledge was once again administered (the posttest was identical to the pretest).

  • For the hospitalist faculty members only (and not the residents), audit and feedback was utilized. The physician was shown 2 of his/her most recent consults and was asked to reflect upon the strengths and weaknesses of the consult. The hospitalist was explicitly asked to critique them in light of the knowledge they gained from the consultation module. The teacher also gave specific feedback, both positive and negative, about the written consultations with attention directed specifically toward: the number of recommendations, the specificity of the guidance (eg, exact dosing of medications), clear documentation of their name and contact information, and documentation that the suggestions were verbally passed on to the primary team.

 

Evaluation Data

Learner knowledge, both at baseline and after the case‐based module, was assessed using a written test.

Consultations performed before and after the intervention were compared. Copies of up to 5 consults done by each hospitalist during the year before or after the educational intervention were collected. Identifiers and dates were removed from the consults so that scorers did not know whether the consults were preintervention or postintervention. Consults were scored out of a possible total of 4 to 6 pointsdepending on whether specific elements were applicable. One point was given for each of the following: (1) number of recommendations 5; (2) specific details for all drugs listed [if applicable]; (3) specific details for imaging studies suggested [if applicable]; (4) specific follow‐up documented; (5) consultant's name being clearly written; and (6) verbal contact with the referring team documented. These 6 elements were included based on expert recommendation.10 All consults were scored by 2 hospitalists independently. Disagreements in scores were infrequent (on <10% of the 48 consults scored) and these were only off by 1 point for the overall score. The disagreements were settled by discussion and consensus. All consult scores were converted to a score out of 5, to allow comparisons to be made.

Following the intervention, each participant completed an overall assessment of the educational experience.

Data Analysis

We examined the frequency of responses for each variable and reviewed the distributions. The knowledge scores on the written pretests were not normally distributed and therefore when making comparisons to the posttest, we used the Wilcoxon rank signed test. In comparing the performance scores on the consults across the 2 time periods, we compared the results with both Wilcoxon rank signed test and paired t tests. Because the results were equivalent with both tests, the means from the t tests are shown. Data were analyzed using STATA version 8 (Stata Corp., College Station, TX).

Results

Study Subjects

Among the 14 hospitalist faculty members who were on staff during the study period, 7 were performing medical consults and therefore participated in the study. The 7 faculty members had a mean age of 35 years; 5 (71%) were female, and 5 (71%) were board‐certified in Internal Medicine. The average elapsed time since completion of residency was 5.1 years and average number of years practicing as a hospitalist was 3.8 years (Table 1).

Characteristics of the Faculty Members and House Officers Who Participated in the Study
Faculty (n = 7) 
Age in years, mean (SD)35.57 (5.1)
Female, n (%)5 (71%)
Board certified, n (%)5 (71%)
Years since completion of residency, mean (SD)5.1 (4.4)
Number of years in practice, mean (SD)3.8 (2.9)
Weeks spent in medical consult rotation, mean (SD)3.7 (0.8)
Have read consultation books, n (%)5 (71%)
Housestaff (n = 11) 
Age in years, mean (SD)29.1 (1.8)
Female, n (%)7 (64%)
Residency year, n (%) 
PGY10 (0%)
PGY22 (20%)
PGY37 (70%)
PGY41 (10%)
Weeks spent in medical consult rotation, mean (SD)1.5 (0.85)
Have read consultation books, n (%)5 (50%)

There were 12 house‐staff members who were on their medical consultation rotation during the study period and were exposed to the intervention. Of the 12 house‐staff members, 11 provided demographic information. Characteristics of the 11 house‐staff participants are also shown in Table 1.

Premodule vs. Postmodule Knowledge Assessment

Both faculty and house‐staff performed very well on the true/false pretest. The small changes in the median scores from pretest to posttest did not change significantly for the faculty (pretest: 11/14, posttest: 12/14; P = 0.08), but did reach statistical significance for the house‐staff (pretest: 10/14, posttest: 12/14; P = 0.03).

Audit and Feedback

Of the 7 faculty who participated in the study, 6 performed consults both before and after the intervention. Using the consult scoring system, the scores for all 6 physicians' consults improved after the intervention compared to their earlier consults (Table 2). For 1 faculty member, the consult scores were statistically significantly higher after the intervention (P = 0.017). When all consults completed by the hospitalists were compared before and after the training, there was statistically significant improvement in consult scores (P < 0.001) (Table 2).

Comparisons of Scores for the Consultations Performed Before and After the Intervention
 Preintervention (n =27)Postintervention (n = 21) 
ConsultantScores*MeanScores*MeanP value
  • Total possible score = 5.

  • P value obtained using t test. Significance of results was equivalent when analyzed using the Wilcoxon ranked sign test.

A2, 3, 3.75, 3, 2.52.83, 3, 3, 4, 43.40.093
B3, 3, 3, 3, 12.64, 3, 3, 2.53.10.18
C2, 1.671.84, 2, 33.00.11
D4, 2.5, 3.75, 2.5, 3.753.33.75, 33.40.45
E2, 3, 1, 2, 22.03, 3, 3.753.30.017
F3, 3.75, 2.5, 4, 23.12, 3.75, 4, 43.30.27
All 2.7 3.30.0006

Satisfaction with Consultation Curricula

All faculty and house‐staff participants felt that the intervention had an impact on them (19/19, 100%). Eighteen out of 19 participants (95%) would recommend the educational session to colleagues. After participating, 82% of learners felt confident in performing medical consultations. With respect to the audit and feedback process of reviewing their previously performed consultations, all physicians claimed that their written consultation notes would change in the future.

Discussion

This curricular intervention using a case‐based module combined with audit and feedback appears to have resulted not only in improved knowledge, but also changed physician behavior in the form of higher‐quality written consultations. The teaching sessions were also well received and valued by busy hospitalists.

A review of randomized trials of audit and feedback12 revealed that this strategy is effective in improving professional practice in a variety of areas, including laboratory overutilization,13, 14 clinical practice guideline adherence,15, 17 and antibiotic utilization.13 In 1 study, internal medicine specialists audited their consultation letters and most believed that there had been lasting improvements to their notes.18 However, this study did not objectively compare the consultation letters from before audit and feedback to those written afterward but instead relied solely on the respondents' self‐assessment. It is known that many residents and recent graduates of internal medicine programs feel inadequately prepared in the role of consultant.6, 8 This work describes a curricular intervention that served to augment confidence, knowledge, and actual performance in consultation medicine of physicians. Goldman et al.'s10 Ten Commandments for Effective Consultations, which were later modified by Salerno et al.,11 were highlighted in our case‐based teachings: determine the question being asked or how you can help the requesting physician, establish the urgency of the consultation, gather primary data, be as brief as appropriate in your report, provide specific recommendations, provide contingency plans and discuss their execution, define your role in conjunction with the requesting physician, offer educational information, communicate recommendations directly to the requesting physician, and provide daily follow‐up. These tenets informed the development of the consultation scoring system that was used to assess the quality of the written consultations produced by our consultant hospitalists.

Audit and feedback is similar to PBLI, one of the ACGME core competencies for residency training. Both attempt to engage individuals by having them analyze their patient care practices, looking critically to: (1) identify areas needing improvement, and (2) consider strategies that can be implemented to enhance clinical performance. We now show that consultative medicine is an area that appears to be responsive to a mixed methodological educational intervention that includes audit and feedback.

Faculty and house‐staff knowledge of consultative medicine was assessed both before and after the case‐based educational module. Both groups scored very highly on the true/false pretest, suggesting either that their knowledge was excellent at baseline or the test was not sufficiently challenging. If their knowledge was truly very high, then the intervention need not have focused on improving knowledge. It is our interpretation that the true/false knowledge assessment was not challenging enough and therefore failed to comprehensively characterize their knowledge of consultative medicine.

Several limitations of this study should be considered. First, the sample size was small, including only 7 faculty and 12 house‐staff members. However, these numbers were sufficient to show statistically significant overall improvements in both knowledge and on the consultation scores. Second, few consultations were performed by each faculty member, ranging from 2 to 5, before and after the intervention. This may explain why only 1 out of 6 faculty members showed statistically significant improvement in the quality of consults after the intervention. Third, the true/false format of the knowledge tests allowed the subjects to score very high on the pretest, thereby making it difficult to detect knowledge gained after the intervention. Fourth, the scale used to evaluate consults has not been previously validated. The elements assessed by this scale were decided upon based on guidance from the literature10 and the authors' expertise, thereby affording it content validity evidence.19 The recommendations that guided the scale's development have been shown to improve compliance with the recommendations put forth by the consultant.1, 11 Internal structure validity evidence was conferred by the high level of agreement in scores between the independent raters. Relation to other variables validity evidence may be considered because doctors D and F scored highest on this scale and they are the 2 physicians most experienced in consult medicine. Finally, the educational intervention was time‐intensive for both learners and teacher. It consisted of a 1 hour‐long one‐on‐one session. This can be difficult to incorporate into a busy hospitalist program. The intervention can be made more efficient by having learners take the web‐based module online independently, and then meeting with the teacher for the audit and feedback component.

This consult medicine curricular intervention involving audit and feedback was beneficial to hospitalists and resulted in improved consultation notes. While resource intensive, the one‐on‐one teaching session appears to have worked and resulted in outcomes that are meaningful with respect to patient care.

An important role of the internist is that of inpatient medical consultant.13 As consultants, internists make recommendations regarding the patient's medical care and help the primary team to care for the patient. This requires familiarity with the body of knowledge of consultative medicine, as well as process skills that relate to working with teams of providers.1, 4, 5 For some physicians, the knowledge and skills of medical consultation are acquired during residency; however, many internists feel inadequately prepared for their roles of consultants.68 Because no specific requirements for medical consultation curricula during graduate medical education have been set forth, internists and other physicians do not receive uniform or comprehensive training in this area.3, 57, 9 Although internal medicine residents may gain experience while performing consultations on subspecialty rotations (eg, cardiology), the teaching on these blocks tends to be focused on the specialty content and less so on consultative principles.1, 4

As inpatient care is increasingly being taken over by hospitalists, the role of the hospitalist has expanded to include medical consultation. It is estimated that 92% of hospitalists care for patients on medical consultation services.8 The Society of Hospital Medicine (SHM) has also included medical consultation as one of the core competencies of the hospitalist.2 Therefore, it is essential that hospitalists master the knowledge and skills that are required to serve as effective consultants.10, 11

An educational strategy that has been shown to be effective in improving medical practice is audit and feedback.1215 Providing physicians with feedback on their clinical practice has been shown to improve performance more so than other educational methods.12 Practice‐based learning and improvement (PBLI) utilizes this strategy and it has become one of the core competencies stressed by the Accreditation Council for Graduate Medical Education (ACGME). It involves analyzing one's patient care practices in order to identify areas for improvement. In this study, we tested the impact of a newly developed one‐on‐one medical consultation educational module that was combined with audit and feedback in an attempt to improve the quality of the consultations being performed by our hospitalists.

Materials and Methods

Study Design and Setting

This single group pre‐post educational intervention study took place at Johns Hopkins Bayview Medical Center (JHBMC), a 353‐bed university‐affiliated tertiary care medical center in Baltimore, MD, during the 2006‐2007 academic year.

Study Subjects

All 7 members of the hospitalist group at JHBMC who were serving on the medical consultation service during the study period participated. The internal medicine residents who elected to rotate on the consultation service during the study period were also exposed to the case‐based module component of the intervention.

Intervention

The educational intervention was delivered as a one‐on‐one session and lasted approximately 1 hour. The time was spent on the following activities:

  • A true‐false pretest to assess knowledge based on clinical scenarios (Appendix 1).

  • A case‐based module emphasizing the core principles of consultative medicine.16 The module was purposively designed to teach and stimulate thought around 3 complex general medical consultations. These cases are followed by questions about scenarios. The cases specifically address the role of medical consultant and the ways to be most effective in this role based on the recommendations of experts in the field.1, 10 Additional details about the content and format can be viewed at http://www.jhcme.com/site.16 As the physician was working through the teaching cases, the teacher would facilitate discussion around wrong answers and issues that the learner wanted to discuss.

  • The true‐false test to assess knowledge was once again administered (the posttest was identical to the pretest).

  • For the hospitalist faculty members only (and not the residents), audit and feedback was utilized. The physician was shown 2 of his/her most recent consults and was asked to reflect upon the strengths and weaknesses of the consult. The hospitalist was explicitly asked to critique them in light of the knowledge they gained from the consultation module. The teacher also gave specific feedback, both positive and negative, about the written consultations with attention directed specifically toward: the number of recommendations, the specificity of the guidance (eg, exact dosing of medications), clear documentation of their name and contact information, and documentation that the suggestions were verbally passed on to the primary team.

 

Evaluation Data

Learner knowledge, both at baseline and after the case‐based module, was assessed using a written test.

Consultations performed before and after the intervention were compared. Copies of up to 5 consults done by each hospitalist during the year before or after the educational intervention were collected. Identifiers and dates were removed from the consults so that scorers did not know whether the consults were preintervention or postintervention. Consults were scored out of a possible total of 4 to 6 pointsdepending on whether specific elements were applicable. One point was given for each of the following: (1) number of recommendations 5; (2) specific details for all drugs listed [if applicable]; (3) specific details for imaging studies suggested [if applicable]; (4) specific follow‐up documented; (5) consultant's name being clearly written; and (6) verbal contact with the referring team documented. These 6 elements were included based on expert recommendation.10 All consults were scored by 2 hospitalists independently. Disagreements in scores were infrequent (on <10% of the 48 consults scored) and these were only off by 1 point for the overall score. The disagreements were settled by discussion and consensus. All consult scores were converted to a score out of 5, to allow comparisons to be made.

Following the intervention, each participant completed an overall assessment of the educational experience.

Data Analysis

We examined the frequency of responses for each variable and reviewed the distributions. The knowledge scores on the written pretests were not normally distributed and therefore when making comparisons to the posttest, we used the Wilcoxon rank signed test. In comparing the performance scores on the consults across the 2 time periods, we compared the results with both Wilcoxon rank signed test and paired t tests. Because the results were equivalent with both tests, the means from the t tests are shown. Data were analyzed using STATA version 8 (Stata Corp., College Station, TX).

Results

Study Subjects

Among the 14 hospitalist faculty members who were on staff during the study period, 7 were performing medical consults and therefore participated in the study. The 7 faculty members had a mean age of 35 years; 5 (71%) were female, and 5 (71%) were board‐certified in Internal Medicine. The average elapsed time since completion of residency was 5.1 years and average number of years practicing as a hospitalist was 3.8 years (Table 1).

Characteristics of the Faculty Members and House Officers Who Participated in the Study
Faculty (n = 7) 
Age in years, mean (SD)35.57 (5.1)
Female, n (%)5 (71%)
Board certified, n (%)5 (71%)
Years since completion of residency, mean (SD)5.1 (4.4)
Number of years in practice, mean (SD)3.8 (2.9)
Weeks spent in medical consult rotation, mean (SD)3.7 (0.8)
Have read consultation books, n (%)5 (71%)
Housestaff (n = 11) 
Age in years, mean (SD)29.1 (1.8)
Female, n (%)7 (64%)
Residency year, n (%) 
PGY10 (0%)
PGY22 (20%)
PGY37 (70%)
PGY41 (10%)
Weeks spent in medical consult rotation, mean (SD)1.5 (0.85)
Have read consultation books, n (%)5 (50%)

There were 12 house‐staff members who were on their medical consultation rotation during the study period and were exposed to the intervention. Of the 12 house‐staff members, 11 provided demographic information. Characteristics of the 11 house‐staff participants are also shown in Table 1.

Premodule vs. Postmodule Knowledge Assessment

Both faculty and house‐staff performed very well on the true/false pretest. The small changes in the median scores from pretest to posttest did not change significantly for the faculty (pretest: 11/14, posttest: 12/14; P = 0.08), but did reach statistical significance for the house‐staff (pretest: 10/14, posttest: 12/14; P = 0.03).

Audit and Feedback

Of the 7 faculty who participated in the study, 6 performed consults both before and after the intervention. Using the consult scoring system, the scores for all 6 physicians' consults improved after the intervention compared to their earlier consults (Table 2). For 1 faculty member, the consult scores were statistically significantly higher after the intervention (P = 0.017). When all consults completed by the hospitalists were compared before and after the training, there was statistically significant improvement in consult scores (P < 0.001) (Table 2).

Comparisons of Scores for the Consultations Performed Before and After the Intervention
 Preintervention (n =27)Postintervention (n = 21) 
ConsultantScores*MeanScores*MeanP value
  • Total possible score = 5.

  • P value obtained using t test. Significance of results was equivalent when analyzed using the Wilcoxon ranked sign test.

A2, 3, 3.75, 3, 2.52.83, 3, 3, 4, 43.40.093
B3, 3, 3, 3, 12.64, 3, 3, 2.53.10.18
C2, 1.671.84, 2, 33.00.11
D4, 2.5, 3.75, 2.5, 3.753.33.75, 33.40.45
E2, 3, 1, 2, 22.03, 3, 3.753.30.017
F3, 3.75, 2.5, 4, 23.12, 3.75, 4, 43.30.27
All 2.7 3.30.0006

Satisfaction with Consultation Curricula

All faculty and house‐staff participants felt that the intervention had an impact on them (19/19, 100%). Eighteen out of 19 participants (95%) would recommend the educational session to colleagues. After participating, 82% of learners felt confident in performing medical consultations. With respect to the audit and feedback process of reviewing their previously performed consultations, all physicians claimed that their written consultation notes would change in the future.

Discussion

This curricular intervention using a case‐based module combined with audit and feedback appears to have resulted not only in improved knowledge, but also changed physician behavior in the form of higher‐quality written consultations. The teaching sessions were also well received and valued by busy hospitalists.

A review of randomized trials of audit and feedback12 revealed that this strategy is effective in improving professional practice in a variety of areas, including laboratory overutilization,13, 14 clinical practice guideline adherence,15, 17 and antibiotic utilization.13 In 1 study, internal medicine specialists audited their consultation letters and most believed that there had been lasting improvements to their notes.18 However, this study did not objectively compare the consultation letters from before audit and feedback to those written afterward but instead relied solely on the respondents' self‐assessment. It is known that many residents and recent graduates of internal medicine programs feel inadequately prepared in the role of consultant.6, 8 This work describes a curricular intervention that served to augment confidence, knowledge, and actual performance in consultation medicine of physicians. Goldman et al.'s10 Ten Commandments for Effective Consultations, which were later modified by Salerno et al.,11 were highlighted in our case‐based teachings: determine the question being asked or how you can help the requesting physician, establish the urgency of the consultation, gather primary data, be as brief as appropriate in your report, provide specific recommendations, provide contingency plans and discuss their execution, define your role in conjunction with the requesting physician, offer educational information, communicate recommendations directly to the requesting physician, and provide daily follow‐up. These tenets informed the development of the consultation scoring system that was used to assess the quality of the written consultations produced by our consultant hospitalists.

Audit and feedback is similar to PBLI, one of the ACGME core competencies for residency training. Both attempt to engage individuals by having them analyze their patient care practices, looking critically to: (1) identify areas needing improvement, and (2) consider strategies that can be implemented to enhance clinical performance. We now show that consultative medicine is an area that appears to be responsive to a mixed methodological educational intervention that includes audit and feedback.

Faculty and house‐staff knowledge of consultative medicine was assessed both before and after the case‐based educational module. Both groups scored very highly on the true/false pretest, suggesting either that their knowledge was excellent at baseline or the test was not sufficiently challenging. If their knowledge was truly very high, then the intervention need not have focused on improving knowledge. It is our interpretation that the true/false knowledge assessment was not challenging enough and therefore failed to comprehensively characterize their knowledge of consultative medicine.

Several limitations of this study should be considered. First, the sample size was small, including only 7 faculty and 12 house‐staff members. However, these numbers were sufficient to show statistically significant overall improvements in both knowledge and on the consultation scores. Second, few consultations were performed by each faculty member, ranging from 2 to 5, before and after the intervention. This may explain why only 1 out of 6 faculty members showed statistically significant improvement in the quality of consults after the intervention. Third, the true/false format of the knowledge tests allowed the subjects to score very high on the pretest, thereby making it difficult to detect knowledge gained after the intervention. Fourth, the scale used to evaluate consults has not been previously validated. The elements assessed by this scale were decided upon based on guidance from the literature10 and the authors' expertise, thereby affording it content validity evidence.19 The recommendations that guided the scale's development have been shown to improve compliance with the recommendations put forth by the consultant.1, 11 Internal structure validity evidence was conferred by the high level of agreement in scores between the independent raters. Relation to other variables validity evidence may be considered because doctors D and F scored highest on this scale and they are the 2 physicians most experienced in consult medicine. Finally, the educational intervention was time‐intensive for both learners and teacher. It consisted of a 1 hour‐long one‐on‐one session. This can be difficult to incorporate into a busy hospitalist program. The intervention can be made more efficient by having learners take the web‐based module online independently, and then meeting with the teacher for the audit and feedback component.

This consult medicine curricular intervention involving audit and feedback was beneficial to hospitalists and resulted in improved consultation notes. While resource intensive, the one‐on‐one teaching session appears to have worked and resulted in outcomes that are meaningful with respect to patient care.

References
  1. Gross R, Caputo G.Kammerer and Gross' Medical Consultation: the Internist on Surgical, Obstetric, and Psychiatric Services.3rd ed.Baltimore:Williams and Wilkins;1998.
  2. Society of Hospital Medicine.Hospitalist as consultant.J Hosp Med.2006;1(S1):70.
  3. Deyo R.The internist as consultant.Arch Intern Med.1980;140:137138.
  4. Byyny R, Siegler M, Tarlov A.Development of an academic section of general internal medicine.Am J Med.1977;63(4):493498.
  5. Moore R, Kammerer W, McGlynn T, Trautlein J, Burnside J.Consultations in internal medicine: a training program resource.J Med Educ.1977;52(4):323327.
  6. Devor M, Renvall M, Ramsdell J.Practice patterns and the adequacy of residency training in consultation medicine.J Gen Intern Med.1993;8(10):554560.
  7. Bomalaski J, Martin G, Webster J.General internal medicine consultation: the last bridge.Arch Intern Med.1983;143:875876.
  8. Plauth W,Pantilat S, Wachter R, Fenton C.Hospitalists' perceptions of their residency training needs: results of a national survey.Am J Med.2001;111(3):247254.
  9. Robie P.The service and educational contributions of a general medicine consultation service.J Gen Intern Med.1986;1:225227.
  10. Goldman L, Lee T, Rudd P.Ten commandments for effective consultations.Arch Intern Med.1983;143:17531755.
  11. Salerno S, Hurst F, Halvorson S, Mercado D.Principles of effective consultation, an update for the 21st‐century consultant.Arch Intern Med.2007;167:271275.
  12. Jamtvedt G, Young J, Kristoffersen D, O'Brien M, Oxman A.Does telling people what they have been doing change what they do? A systematic review of the effects of audit and feedback.Qual Saf Health Care.2006;15:433436.
  13. Miyakis S, Karamanof G, Liontos M, Mountokalakis T.Factors contributing to inappropriate ordering of tests in an academic medical department and the effect of an educational feedback strategy.Postgrad Med J.2006;82:823829.
  14. Winkens R, Pop P, Grol R, et al.Effects of routine individual feedback over nine years on general practitioners' requests for tests.BMJ.1996;312:490.
  15. Kisuule F, Wright S, Barreto J, Zenilman J.Improving antibiotic utilization among hospitalists: a pilot academic detailing project with a public health approach.J Hosp Med.2008;3(1):6470.
  16. Feldman L, Minter‐Jordan M. The role of the medical consultant. Johns Hopkins Consultative Medicine Essentials for Hospitalists. Available at:http://www.jhcme.com/site/article.cfm?ID=8. Accessed April2009.
  17. Hysong S, Best R, Pugh J.Audit and feedback and clinical practice guideline adherence: making feedback actionable.Implement Sci.2006;1:9.
  18. Keely E, Myers K, Dojeiji S, Campbell C.Peer assessment of outpatient consultation letters—feasibility and satisfaction.BMC Med Educ.2007;7:13.
  19. Beckman TJ, Cook DA, Mandrekar JN.What is the validity evidence for assessment of clinical teaching?J Gen Intern Med.2005;20:11591164.
References
  1. Gross R, Caputo G.Kammerer and Gross' Medical Consultation: the Internist on Surgical, Obstetric, and Psychiatric Services.3rd ed.Baltimore:Williams and Wilkins;1998.
  2. Society of Hospital Medicine.Hospitalist as consultant.J Hosp Med.2006;1(S1):70.
  3. Deyo R.The internist as consultant.Arch Intern Med.1980;140:137138.
  4. Byyny R, Siegler M, Tarlov A.Development of an academic section of general internal medicine.Am J Med.1977;63(4):493498.
  5. Moore R, Kammerer W, McGlynn T, Trautlein J, Burnside J.Consultations in internal medicine: a training program resource.J Med Educ.1977;52(4):323327.
  6. Devor M, Renvall M, Ramsdell J.Practice patterns and the adequacy of residency training in consultation medicine.J Gen Intern Med.1993;8(10):554560.
  7. Bomalaski J, Martin G, Webster J.General internal medicine consultation: the last bridge.Arch Intern Med.1983;143:875876.
  8. Plauth W,Pantilat S, Wachter R, Fenton C.Hospitalists' perceptions of their residency training needs: results of a national survey.Am J Med.2001;111(3):247254.
  9. Robie P.The service and educational contributions of a general medicine consultation service.J Gen Intern Med.1986;1:225227.
  10. Goldman L, Lee T, Rudd P.Ten commandments for effective consultations.Arch Intern Med.1983;143:17531755.
  11. Salerno S, Hurst F, Halvorson S, Mercado D.Principles of effective consultation, an update for the 21st‐century consultant.Arch Intern Med.2007;167:271275.
  12. Jamtvedt G, Young J, Kristoffersen D, O'Brien M, Oxman A.Does telling people what they have been doing change what they do? A systematic review of the effects of audit and feedback.Qual Saf Health Care.2006;15:433436.
  13. Miyakis S, Karamanof G, Liontos M, Mountokalakis T.Factors contributing to inappropriate ordering of tests in an academic medical department and the effect of an educational feedback strategy.Postgrad Med J.2006;82:823829.
  14. Winkens R, Pop P, Grol R, et al.Effects of routine individual feedback over nine years on general practitioners' requests for tests.BMJ.1996;312:490.
  15. Kisuule F, Wright S, Barreto J, Zenilman J.Improving antibiotic utilization among hospitalists: a pilot academic detailing project with a public health approach.J Hosp Med.2008;3(1):6470.
  16. Feldman L, Minter‐Jordan M. The role of the medical consultant. Johns Hopkins Consultative Medicine Essentials for Hospitalists. Available at:http://www.jhcme.com/site/article.cfm?ID=8. Accessed April2009.
  17. Hysong S, Best R, Pugh J.Audit and feedback and clinical practice guideline adherence: making feedback actionable.Implement Sci.2006;1:9.
  18. Keely E, Myers K, Dojeiji S, Campbell C.Peer assessment of outpatient consultation letters—feasibility and satisfaction.BMC Med Educ.2007;7:13.
  19. Beckman TJ, Cook DA, Mandrekar JN.What is the validity evidence for assessment of clinical teaching?J Gen Intern Med.2005;20:11591164.
Issue
Journal of Hospital Medicine - 4(8)
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Journal of Hospital Medicine - 4(8)
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A case‐based teaching module combined with audit and feedback to improve the quality of consultations
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A case‐based teaching module combined with audit and feedback to improve the quality of consultations
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Delays in Pediatric Discharge

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Delays in discharge in a tertiary care pediatric hospital

Inpatient pediatrics is undergoing a paradigm shift in at least 3 ways. First, more children with chronic disease are being cared for in the hospital over time.1 Second, previous inpatient conditions are treated at home with advancing technology such as peripherally‐inserted catheters.2 Third, there are new areas of growing specialization, such as hospital medicine, in which the practitioners deliver more efficient care.3, 4

Nationwide, there is increasing pressure to improve inpatient quality of care. The Institute of Medicine defines 6 aims for improvement, including timeliness (reducing waits and sometimes harmful delays for both those who receive and those who give care) and efficiency of care (avoiding waste, including waste of equipment, supplies, ideas, and energy).5 Reducing unnecessary stays in the hospital is a potential quality measure that hospitals may use to address the timeliness and efficiency of care delivered to hospitalized children.

Delays in discharge have been used as markers of unnecessary stays in the hospital for inpatient adult and pediatric care,6, 7 but these are limited to inpatient systems from almost 20 years ago. Current reasons why patients are delayed from discharge, if at all, are not well described. We undertook this study to describe delays in hospital discharges at a tertiary‐care children's hospital in terms of number of patients, length of days of delay, and type of delay. In addition, we sought to characterize the impact of discharge delays on overall length of stay (LOS) and costs.

Methods

Patient Population/Study Design

All children cared for on 2 pediatric medical teams at Primary Children's Medical Center during the month of August 2004 were eligible for the study. Two research assistants independently attended team rounds and collected data relating to: the reasons for ongoing hospitalization, pending items (eg, consultations, tests), and the plan of care for that day. The research assistants each attended daily team rounds for the entire month of August (1 for each team, switching to the opposite team after 2 weeks). This was combined with information available in the Patient Tracker, a software tool developed to improve communication between caregivers and improve discharge efficiency.8 This software tool details diagnoses, daily medical care plans, discharge criteria, and ongoing medical interventions while tracking daily changes in interventions and the medical care plan for each patient cared for on a pediatric medical team.

The research assistants subsequently presented their observations along with information from Patient Tracker to 2 experienced physicians (R.S. and B.S.) who independently determined if a delay occurred, the number of delay days extending discharge, and the cause of the delay, if present, categorized according to the taxonomy of the Delay Tool.6, 7 If there was not enough information for either of the physicians to identify and classify a delay, the electronic medical record of the patient was also reviewed. Discrepancies between physicians assigning delays were discussed until consensus was reached.

The study was approved by the Institutional Review Board of the University of Utah Health Sciences Center and Primary Children's Medical Center (PCMC).

Setting

PCMC is a 233‐bed tertiary‐care children's hospital, owned and operated by Intermountain Healthcare (a not‐for‐profit vertically integrated managed care organization) in the Intermountain West, which serves as both the primary hospital for Salt Lake County and as a tertiary‐care children's hospital for 5 states (UT, MT, WY, ID, and NV).9

Study Definitions

Delay and Length of Delay

Delays in discharge were measured using a validated and reliable instrument, the Delay Tool.6, 7 A discharge was classified as delayed if there was no medical reason for the patient to be in the hospital on a given day, identical to the definition used in the original studies to validate the tool. Delays were recorded as whole days, not fractions of days or hours, as described in the original validation of the tool. For example, if the medical team requested a consultation, and the consultant's opinion was rendered late, but the patient would have remained in the hospital anyway, then this period of time would not count as a delay. However, if the medical team did not receive a consultant's opinion within the standard time (24 hours as defined for this study and in validating studies for the Delay Tool), and the patient's sole reason for being in the hospital during that day was waiting for that opinion, then that period of time would count toward a delay due to a late consultative opinion. Delays of less than 1 day, due to the mechanics of discharging a patient from the hospital (providing prescriptions, follow up, communication, arranging home health, and transportation) were not measured in this study, to match the original methodology of the Delay Tool.

Type of Delay

Primary reason for delay was assigned according to the taxonomy of the Delay Tool.6, 7 Delays were categorized to 1 of the following: (1) test scheduling; (2) obtaining test results; (3) surgery; (4) consultation; (5) patient (eg, family unavailable for decision‐making); (6) physician responsibility; (7) education, training. or research; (8) discharge planning or scheduling; and (9) availability of outside care and resources. There are 166 subcategories that clarify why a delay occurred. For example, within the main category of obtaining test results (2), there are 3 subcategories of delays related to problem in executing the test (2.1), return of results is delayed (2.2), and test results not reviewed within standard time of return (2.3). Subcategories are further divided to provide detail on the cause of delay. For example, a delay categorized as a 2.1:1 [(2) obtaining test results; (2.1) problem in executing the test; and 2.1:1 test to be done by MD is delayed beyond day desired], or 2.3:1 [(2) obtaining test results; (2.3) test results not reviewed within standard time of return; and 2.3:1 delay because physician did not review results]) both relate to physician causes of delays within the general category of obtaining test results. Some delays had more than 1 cause. A secondary cause of delay was assigned if applicable; however, the number of days delayed was attributed to the primary cause for analysis purposes.

Exemptions to Delay and Special Populations

Certain subpopulations of patients presented unique issues that led to them being unlikely to be classified as having a delay. For example, patients with a diagnosis of new onset of type 1 diabetes are historically admitted for 3 days at our hospital, which includes a specific education program; delays were not considered until this minimum period had passed. Children with medically complex care (eg, multisystem disease, multiple specialists involved, multiple medications) were included in this study.10 However, these children with frequent hospital admission were often fragile at discharge, and could meet criteria for readmission even on the date of their discharge, hence assigning a delay day was usually not indicated because of easily justified ongoing medical need for hospitalization.

Study Variables

The LOS, total costs, and routine demographic and administrative data for each study patient were extracted from Intermountain Healthcare's Enterprise Data Warehouse (EDW). The EDW contains detailed data about the cost of providing health care. Costs were derived from the hospital's cost accounting program, the Standard Cost Master, which is a transaction‐based microcosting accounting system.1113

For patients whose LOS extended before August 1 or after August 31, total hospital costs were averaged per day, and only days falling inside the month of August were counted in calculating the impact the delays in discharge had on the total costs of hospitalization. Hospital days that extended outside of August were not counted in either the numerator for potential days of delay or in the denominator for total days in the hospital.

Analyses

Descriptive statistics were calculated for the number, length of days of delay, and type of delay. Interrater reliability to assign a delay was ascertained for the 2 physicians. Mean LOS, mean total costs, and standard deviations (SDs) were calculated. All analyses were performed using Statistical Analytical Software version 9.13 (SAS Institute, Cary, NC).

Results

During the 31 days of the study, 171 patients occupied hospital beds an average of 7.3 days on the 2 inpatient medical teams, for a total of 911 inpatient days. Seven patients were admitted prior to August 1; 6 of these were discharged during the month of August and 1 stayed through the entire month and was discharged in September. Three additional patients were admitted in August and discharged in September. There were 6 readmissions during the month of August, and 1 patient was excluded from the study because of lack of sufficient information. All patients with delays were able to be classified according to the Delay Tool taxonomy. Interrater reliability for the 2 study physicians was 98%.

The characteristics between the patients who did and did not experience a delay in discharge are shown in Table 1. Thirty‐nine of 171 patients (22.8%), experienced at least 1 delay day. Eighteen of 39 patients had only 1 delay day (46.2%) and 11 patients experienced 2 delayed days (28.2%) (Figure 1). The average length of delay was 2.1 days.

Figure 1
Number of patients experiencing delay by the number of delay days.
Characteristics of Patients Who Did and Did Not Experience a Delay in Discharge
 Nondelayed Patients (N = 132)Delayed Patients (N = 39)P Value
  • Continuous variables were analyzed using the Kruskal‐Wallis test.

  • Dichotomous variables were analyzed using the chi‐square test.

  • Abbreviations: APR‐DRG SOI, all‐payer‐refined diagnosis‐related groups severity of illness; ICD‐9 CM, International Classification of Diseases Clinical Modification, ninth revision; LOS, length of stay; SD, standard deviation.

Age (months), mean (SD)*22.6 (14.4)15.0 (14.6)0.009
LOS during August (days), mean (SD)*4.64 (6.1)7.64 (7.15)<0.001
Total costs during August ($), mean (SD)*10,451 (19,254)14,341 (16,241)0.002
Number of ICD‐9 CM diagnoses codes, mean (SD)*7.1 (7.4)8.5 (7.3)0.056
Number of ICD‐9 CM procedure codes, mean (SD)*1.7 (3.8)1.6 (2.6)0.068
Number of Patients with APR‐DRG SOI 3 (%)59 (44.7%)19 (48.7%)0.65

Delays attributed to physician responsibility accounted for 42.3% (16.5/39) of patient delays (conservative management or clinical decision‐making), with discharge planning delays accounting for 21.8% (family‐related, patient‐related, and hospital‐related problems), consultation for 14.1% (delay in obtaining or lack of follow‐up), test scheduling for 12.8%, and obtaining test results for 5.1% (ordering and weekend scheduling). There were no primary delays due to surgery, education and research, or unavailability of outside resources such as a skilled nursing bed. Four patients had a single additional secondary cause of delay assigned to them, related to physician responsibility, consultation, surgery and test scheduling; these were split, attributing 0.5 patients to each delay type (thus, the 17/39 patients delayed for physician responsibility was analyzed as 16.5/39) (Table 2).

Study Patients (N = 171) and Hospital Days (N = 911) with Delays
Delay CategoryNumber of Patients Experiencing Delays*Percentage of All Patients Experiencing Delays (%)Percentage of Study Patients Observed (%)Total Delay DaysAverage Length of Delays (days)Percentage of Hospital Days That Were Delay Days (%)
  • Some delays were contributed to by more than 1 category, these were split, attributing 0.5 patients to each delay type.

1. Scheduling512.82.92163.201.76
2. Obtaining results25.11.1731.500.33
3. Surgery0.51.30.291.53.000.16
4. Consultation5.514.13.2210.51.911.15
5. Patient12.60.5822.000.22
6. Physician16.542.39.6533.52.033.68
7. Education000.00000.00
8. Discharge8.521.84.9715.51.821.70
9. Outside000.00000.00
Total3910022.81822.109.00

There were 82 delay‐related hospital days of 911 total inpatient days on the 2 medical teams for August 2004 (9%). More than $170,000 in excess costs was incurred due to delay days from a total of approximately 1.9 million dollars in patient costs for the month (8.9%).

Discussion

This study finds that discharge delays in a tertiary care children's hospital are common; almost 1 in 4 patients experienced a medically unnecessary excess hospital stay of at least 1 day. The average length of a delay was 2.1 days, and overall, delays consumed 9% of pediatric hospital days and 8.9% of total costs. The most common reason for a delay was related to physician clinical care, including excessively conservative management and variability in clinical decision‐making.

Our study results are similar to the other 2 published studies that use the Delay Tool. In the adult and pediatric studies, between 10% and 30% of patients experienced a delay in discharge, with the average length of delay between 2.9 and 3 days.6, 7 Although both studies were conducted at teaching hospitals, what is particularly interesting is that they were conducted almost 20 years ago. During this period of time, there has been a shift in the inpatient pediatric patient population. In recent years, children who are cared for in the hospital have more chronic illnesses.1 In addition, there has been a shift in the types of conditions that may be cared for at home and those that now require inpatient stay.2 Despite this, delays continue at a similar proportion, but the cause of delays have shifted from scheduling and consultation to physician responsibility.

There is another tool in the literature which is more widely used, the Pediatric Appropriateness Evaluation Protocol (PAEP), which is based on the Appropriateness Evaluation Protocol for adults.1417 This tool is used to determine the appropriateness of ongoing hospitalization, not the cause of delay if ongoing hospitalization is inappropriate. The 3 areas that are evaluated (medical services, nursing and ancillary services, and patient's condition) have objective criteria that dictate if the hospitalization is appropriate or not (eg, parenteral (intravenous) therapy for at least 8 hours on that day, under nursing and ancillary services). The PAEP may be less sensitive given today's healthcare resource utilization climate. Many clinicians and families would agree that insertion of a peripheral central catheter is an acceptable form of outpatient treatment for many pediatric conditions. In conjunction with the Delay Tool, the PAEP could be used to determine if a delay occurred, then the Delay Tool used to categorize the cause of the delay. We choose to use expert clinician judgment to determine if a delay had occurred. We were more interested in why patients who are admitted (appropriately or inappropriately) cannot be discharged sooner, thus allowing for future intervention studies targeted to impact delays in discharge, as elucidated in this study. The Delay Tool specifically allowed us to categorize the reasons for delays. Given that the average LOS for patients in the nondelayed group was over 4 days, despite not using a tool such as the PAEP, we believe that these were likely to be appropriate admissions.

A recent study reported the first use of the Medical Care Appropriateness Protocol (MCAP) in a tertiary‐care children's hospital. The authors used the MCAP to determine the impact of an intervention on reducing inappropriate hospitals days for children. This tool is similarly labor‐intensive to the Delay Tool. Interestingly, this Canadian study found a high rate of inappropriate hospital days (47%), which may be in part attributable to a different outcome measurement tool and/or a different health care system.18

There are several limitations to our study that deserve mention. The Delay Tool requires clinician judgment regarding whether or not there was a delay in discharge for that day. We may have introduced some bias in our study, as hospitalist investigators assigned the delay and blinding to the attending physician specialty of record was not feasible. However, our results are similar to the other 2 published studies that have used this tool, and we specifically chose not to analyze or report results in terms of hospitalist and nonhospitalist attending physicians. The Delay Tool is not designed to differentiate shorter delays in terms of hours instead of days (eg, due to the inability for the patient to get a ride home). Shorter delays may be of particular importance depending on the occupancy rate of the hospital, the demand for beds, and other patient and hospital factors. We could not capture these shorter delays (although they did occur frequently) due to the original description of the Delay Tool. In addition, we would not have been able to report data on the impact on LOS and costs, as these are attributed to whole days in the hospital. However, if we had been able to differentiate shorter delays, this would bias our results to show a greater percentage of delays over smaller increments of time. Generalizability is an issue, given that this was a single‐center study. This study sample included over 80 different attending physicians participating in community pediatrician, subspecialty, and hospitalist practice groups. However, the patient population at PCMC is similar to other medium and large children's hospitals in the United States. The month observed may not reflect the entire year of hospitalizationsthere may be seasonal variations with delays depending on the volume and type of illness seen. The study was conducted in August, when there are newer house staff present. However, physician responsibility, which was the largest source of delays in our study, had little attribution to house staff. Most of the decisions were those of attending physicians, which would largely be unaffected by the time of year of the study. Finally, we were unable to assess the safety of the potential earlier discharge, as this was an observational study. However, in any future intervention studies examining processes to discharge patients sooner, measures of safety to the patient are a necessity. Finally, given the potential of ongoing admission, even on the date of discharge of our most fragile patients, this approach to discovering causes of delay may not apply to this important group, which is responsible for significant and growing resource utilization.

Despite these limitations, our findings demonstrate that in an era of children staying in the hospital less, and more medically‐complex children being admitted,10 a substantial number of children who are hospitalized at a children's hospital may have been discharged sooner. The majority of these decisions were directly related to physician responsibility. As consumers, providers, and hospitals work together to develop quality measures that are reflective of inpatient pediatric care, the Delay Tool may be able to highlight 2 aims of quality (ie, timeliness and efficiency of care) that could be used to assess the impact of interventions designed to safely discharge patients sooner. Interventions such as audit‐feedback,18 clinical guideline deployment,19 and hospitalist systems of care4 continue to hold the promise of earlier discharge; however, tools designed to measure inappropriate use of hospital days should be employed to demonstrate their effectiveness. Our study demonstrates ongoing waste in children's hospitals.

Conclusions

Almost 1 out of 4 patients in this 1‐month period could have been discharged sooner than they were. The impact of delays on costs and LOS are substantial and should provide strong incentives to develop effective interventions. Such interventions will need to address variations in physician criteria for discharge, more efficient discharge planning, and timely scheduling of consultation and diagnostic testing.

Acknowledgements

The authors thank Joni R. Beshanky and Harry Selker for their help and training in the use of the Delay Tool.

References
  1. Wise PH.The transformation of child health in the United States: social disparities in child health persistent despite dramatic improvement in child health overall.Health Aff (Millwood).2004;23(5):925.
  2. Srivastava R, Muret‐Wagstaff S, Young P, James BC.Hospitalist care of medically complex children.Pediatr Res.2004;55(4):314A315A.
  3. Landrigan CP, Conway PH, Edwards S, Srivastava R.Pediatric hospitalists: a systematic review of the literature.Pediatrics.2006;117(5):17361744.
  4. Lye PS, Rauch DA, Ottolini MC, et al.Pediatric hospitalists: report of a leadership conference.Pediatrics.2006;117(4):11221130.
  5. Institute of Medicine.Crossing the Quality Chasm: A New Health System for the Twenty‐first Century.Washington, DC:National Academy Press;2001.
  6. Klein JD, Beshansky JR, Selker HP.Using the Delay Tool to attribute causes for unnecessary pediatric hospital days.Med Care.1990;28(10):982989.
  7. Selker HP, Beshansky JR, Pauker SG, Kassirer JP.The epidemiology of delays in a teaching hospital. The development and use of a tool that detects unnecessary hospital days.Med Care.1989;27(2):112129.
  8. Maloney C, Wolfe D, Gesteland P, Hales J, Nkoy F.A tool for improving patient discharge process and hospital communication practices: the Patient Tracker.AMIA Annu Symp Proc.2007;11:493497.
  9. Norlin C, Osborn LM.Organizational responses to managed care: issues for academic health centers and implications for pediatric programs.Pediatrics.1998;101(4 Pt 2):805811; discussion 811–802.
  10. Srivastava R, Stone BL, Murphy NA.Hospitalist care of the medically complex child.Pediatr Clin North Am.2005;52(4):11651187.
  11. Ampofo K, Gesteland PH, Bender J, et al.Epidemiology, complications, and cost of hospitalization in children with laboratory‐confirmed influenza infection.Pediatrics.2006;118(6):24092417.
  12. Harbarth S, Burke JP, Lloyd JF, Evans RS, Pestotnik SL, Samore MH.Clinical and economic outcomes of conventional amphotericin B‐associated nephrotoxicity.Clin Infect Dis.2002;35(12):e120e127.
  13. Evans RS, Classen DC, Stevens LE, et al.Using a hospital information system to assess the effects of adverse drug events.Proc Annu Symp Comput Appl Med Care.1993;1993:161165.
  14. Gloor JE, Kissoon N, Joubert GI.Appropriateness of hospitalization in a Canadian pediatric hospital.Pediatrics.1993;91(1):7074.
  15. Formby DJ, McMullin ND, Danagher K, Oldham DR.The appropriateness evaluation protocol: application in an Australian children's hospital.Aust Clin Rev.1991;11(4):123131.
  16. Kreger BE, Restuccia JD.Assessing the need to hospitalize children: pediatric appropriateness evaluation protocol.Pediatrics.1989;84(2):242247.
  17. Kemper KJ.Medically inappropriate hospital use in a pediatric population.N Engl J Med.1988;318(16):10331037.
  18. Mahant S, Peterson R, Campbell M, MacGregor DL, Friedman JN.Reducing inappropriate hospital use on a general pediatric inpatient unit.Pediatrics.2008;121(5):e1068e1073.
  19. Simmons JM, Kotagal UR.Reliable implementation of clinical pathways: what will it take—that is the question.J Pediatr.2008;152(3):303304.
Article PDF
Issue
Journal of Hospital Medicine - 4(8)
Page Number
481-485
Legacy Keywords
children's hospital, delays in discharge, pediatrics
Sections
Article PDF
Article PDF

Inpatient pediatrics is undergoing a paradigm shift in at least 3 ways. First, more children with chronic disease are being cared for in the hospital over time.1 Second, previous inpatient conditions are treated at home with advancing technology such as peripherally‐inserted catheters.2 Third, there are new areas of growing specialization, such as hospital medicine, in which the practitioners deliver more efficient care.3, 4

Nationwide, there is increasing pressure to improve inpatient quality of care. The Institute of Medicine defines 6 aims for improvement, including timeliness (reducing waits and sometimes harmful delays for both those who receive and those who give care) and efficiency of care (avoiding waste, including waste of equipment, supplies, ideas, and energy).5 Reducing unnecessary stays in the hospital is a potential quality measure that hospitals may use to address the timeliness and efficiency of care delivered to hospitalized children.

Delays in discharge have been used as markers of unnecessary stays in the hospital for inpatient adult and pediatric care,6, 7 but these are limited to inpatient systems from almost 20 years ago. Current reasons why patients are delayed from discharge, if at all, are not well described. We undertook this study to describe delays in hospital discharges at a tertiary‐care children's hospital in terms of number of patients, length of days of delay, and type of delay. In addition, we sought to characterize the impact of discharge delays on overall length of stay (LOS) and costs.

Methods

Patient Population/Study Design

All children cared for on 2 pediatric medical teams at Primary Children's Medical Center during the month of August 2004 were eligible for the study. Two research assistants independently attended team rounds and collected data relating to: the reasons for ongoing hospitalization, pending items (eg, consultations, tests), and the plan of care for that day. The research assistants each attended daily team rounds for the entire month of August (1 for each team, switching to the opposite team after 2 weeks). This was combined with information available in the Patient Tracker, a software tool developed to improve communication between caregivers and improve discharge efficiency.8 This software tool details diagnoses, daily medical care plans, discharge criteria, and ongoing medical interventions while tracking daily changes in interventions and the medical care plan for each patient cared for on a pediatric medical team.

The research assistants subsequently presented their observations along with information from Patient Tracker to 2 experienced physicians (R.S. and B.S.) who independently determined if a delay occurred, the number of delay days extending discharge, and the cause of the delay, if present, categorized according to the taxonomy of the Delay Tool.6, 7 If there was not enough information for either of the physicians to identify and classify a delay, the electronic medical record of the patient was also reviewed. Discrepancies between physicians assigning delays were discussed until consensus was reached.

The study was approved by the Institutional Review Board of the University of Utah Health Sciences Center and Primary Children's Medical Center (PCMC).

Setting

PCMC is a 233‐bed tertiary‐care children's hospital, owned and operated by Intermountain Healthcare (a not‐for‐profit vertically integrated managed care organization) in the Intermountain West, which serves as both the primary hospital for Salt Lake County and as a tertiary‐care children's hospital for 5 states (UT, MT, WY, ID, and NV).9

Study Definitions

Delay and Length of Delay

Delays in discharge were measured using a validated and reliable instrument, the Delay Tool.6, 7 A discharge was classified as delayed if there was no medical reason for the patient to be in the hospital on a given day, identical to the definition used in the original studies to validate the tool. Delays were recorded as whole days, not fractions of days or hours, as described in the original validation of the tool. For example, if the medical team requested a consultation, and the consultant's opinion was rendered late, but the patient would have remained in the hospital anyway, then this period of time would not count as a delay. However, if the medical team did not receive a consultant's opinion within the standard time (24 hours as defined for this study and in validating studies for the Delay Tool), and the patient's sole reason for being in the hospital during that day was waiting for that opinion, then that period of time would count toward a delay due to a late consultative opinion. Delays of less than 1 day, due to the mechanics of discharging a patient from the hospital (providing prescriptions, follow up, communication, arranging home health, and transportation) were not measured in this study, to match the original methodology of the Delay Tool.

Type of Delay

Primary reason for delay was assigned according to the taxonomy of the Delay Tool.6, 7 Delays were categorized to 1 of the following: (1) test scheduling; (2) obtaining test results; (3) surgery; (4) consultation; (5) patient (eg, family unavailable for decision‐making); (6) physician responsibility; (7) education, training. or research; (8) discharge planning or scheduling; and (9) availability of outside care and resources. There are 166 subcategories that clarify why a delay occurred. For example, within the main category of obtaining test results (2), there are 3 subcategories of delays related to problem in executing the test (2.1), return of results is delayed (2.2), and test results not reviewed within standard time of return (2.3). Subcategories are further divided to provide detail on the cause of delay. For example, a delay categorized as a 2.1:1 [(2) obtaining test results; (2.1) problem in executing the test; and 2.1:1 test to be done by MD is delayed beyond day desired], or 2.3:1 [(2) obtaining test results; (2.3) test results not reviewed within standard time of return; and 2.3:1 delay because physician did not review results]) both relate to physician causes of delays within the general category of obtaining test results. Some delays had more than 1 cause. A secondary cause of delay was assigned if applicable; however, the number of days delayed was attributed to the primary cause for analysis purposes.

Exemptions to Delay and Special Populations

Certain subpopulations of patients presented unique issues that led to them being unlikely to be classified as having a delay. For example, patients with a diagnosis of new onset of type 1 diabetes are historically admitted for 3 days at our hospital, which includes a specific education program; delays were not considered until this minimum period had passed. Children with medically complex care (eg, multisystem disease, multiple specialists involved, multiple medications) were included in this study.10 However, these children with frequent hospital admission were often fragile at discharge, and could meet criteria for readmission even on the date of their discharge, hence assigning a delay day was usually not indicated because of easily justified ongoing medical need for hospitalization.

Study Variables

The LOS, total costs, and routine demographic and administrative data for each study patient were extracted from Intermountain Healthcare's Enterprise Data Warehouse (EDW). The EDW contains detailed data about the cost of providing health care. Costs were derived from the hospital's cost accounting program, the Standard Cost Master, which is a transaction‐based microcosting accounting system.1113

For patients whose LOS extended before August 1 or after August 31, total hospital costs were averaged per day, and only days falling inside the month of August were counted in calculating the impact the delays in discharge had on the total costs of hospitalization. Hospital days that extended outside of August were not counted in either the numerator for potential days of delay or in the denominator for total days in the hospital.

Analyses

Descriptive statistics were calculated for the number, length of days of delay, and type of delay. Interrater reliability to assign a delay was ascertained for the 2 physicians. Mean LOS, mean total costs, and standard deviations (SDs) were calculated. All analyses were performed using Statistical Analytical Software version 9.13 (SAS Institute, Cary, NC).

Results

During the 31 days of the study, 171 patients occupied hospital beds an average of 7.3 days on the 2 inpatient medical teams, for a total of 911 inpatient days. Seven patients were admitted prior to August 1; 6 of these were discharged during the month of August and 1 stayed through the entire month and was discharged in September. Three additional patients were admitted in August and discharged in September. There were 6 readmissions during the month of August, and 1 patient was excluded from the study because of lack of sufficient information. All patients with delays were able to be classified according to the Delay Tool taxonomy. Interrater reliability for the 2 study physicians was 98%.

The characteristics between the patients who did and did not experience a delay in discharge are shown in Table 1. Thirty‐nine of 171 patients (22.8%), experienced at least 1 delay day. Eighteen of 39 patients had only 1 delay day (46.2%) and 11 patients experienced 2 delayed days (28.2%) (Figure 1). The average length of delay was 2.1 days.

Figure 1
Number of patients experiencing delay by the number of delay days.
Characteristics of Patients Who Did and Did Not Experience a Delay in Discharge
 Nondelayed Patients (N = 132)Delayed Patients (N = 39)P Value
  • Continuous variables were analyzed using the Kruskal‐Wallis test.

  • Dichotomous variables were analyzed using the chi‐square test.

  • Abbreviations: APR‐DRG SOI, all‐payer‐refined diagnosis‐related groups severity of illness; ICD‐9 CM, International Classification of Diseases Clinical Modification, ninth revision; LOS, length of stay; SD, standard deviation.

Age (months), mean (SD)*22.6 (14.4)15.0 (14.6)0.009
LOS during August (days), mean (SD)*4.64 (6.1)7.64 (7.15)<0.001
Total costs during August ($), mean (SD)*10,451 (19,254)14,341 (16,241)0.002
Number of ICD‐9 CM diagnoses codes, mean (SD)*7.1 (7.4)8.5 (7.3)0.056
Number of ICD‐9 CM procedure codes, mean (SD)*1.7 (3.8)1.6 (2.6)0.068
Number of Patients with APR‐DRG SOI 3 (%)59 (44.7%)19 (48.7%)0.65

Delays attributed to physician responsibility accounted for 42.3% (16.5/39) of patient delays (conservative management or clinical decision‐making), with discharge planning delays accounting for 21.8% (family‐related, patient‐related, and hospital‐related problems), consultation for 14.1% (delay in obtaining or lack of follow‐up), test scheduling for 12.8%, and obtaining test results for 5.1% (ordering and weekend scheduling). There were no primary delays due to surgery, education and research, or unavailability of outside resources such as a skilled nursing bed. Four patients had a single additional secondary cause of delay assigned to them, related to physician responsibility, consultation, surgery and test scheduling; these were split, attributing 0.5 patients to each delay type (thus, the 17/39 patients delayed for physician responsibility was analyzed as 16.5/39) (Table 2).

Study Patients (N = 171) and Hospital Days (N = 911) with Delays
Delay CategoryNumber of Patients Experiencing Delays*Percentage of All Patients Experiencing Delays (%)Percentage of Study Patients Observed (%)Total Delay DaysAverage Length of Delays (days)Percentage of Hospital Days That Were Delay Days (%)
  • Some delays were contributed to by more than 1 category, these were split, attributing 0.5 patients to each delay type.

1. Scheduling512.82.92163.201.76
2. Obtaining results25.11.1731.500.33
3. Surgery0.51.30.291.53.000.16
4. Consultation5.514.13.2210.51.911.15
5. Patient12.60.5822.000.22
6. Physician16.542.39.6533.52.033.68
7. Education000.00000.00
8. Discharge8.521.84.9715.51.821.70
9. Outside000.00000.00
Total3910022.81822.109.00

There were 82 delay‐related hospital days of 911 total inpatient days on the 2 medical teams for August 2004 (9%). More than $170,000 in excess costs was incurred due to delay days from a total of approximately 1.9 million dollars in patient costs for the month (8.9%).

Discussion

This study finds that discharge delays in a tertiary care children's hospital are common; almost 1 in 4 patients experienced a medically unnecessary excess hospital stay of at least 1 day. The average length of a delay was 2.1 days, and overall, delays consumed 9% of pediatric hospital days and 8.9% of total costs. The most common reason for a delay was related to physician clinical care, including excessively conservative management and variability in clinical decision‐making.

Our study results are similar to the other 2 published studies that use the Delay Tool. In the adult and pediatric studies, between 10% and 30% of patients experienced a delay in discharge, with the average length of delay between 2.9 and 3 days.6, 7 Although both studies were conducted at teaching hospitals, what is particularly interesting is that they were conducted almost 20 years ago. During this period of time, there has been a shift in the inpatient pediatric patient population. In recent years, children who are cared for in the hospital have more chronic illnesses.1 In addition, there has been a shift in the types of conditions that may be cared for at home and those that now require inpatient stay.2 Despite this, delays continue at a similar proportion, but the cause of delays have shifted from scheduling and consultation to physician responsibility.

There is another tool in the literature which is more widely used, the Pediatric Appropriateness Evaluation Protocol (PAEP), which is based on the Appropriateness Evaluation Protocol for adults.1417 This tool is used to determine the appropriateness of ongoing hospitalization, not the cause of delay if ongoing hospitalization is inappropriate. The 3 areas that are evaluated (medical services, nursing and ancillary services, and patient's condition) have objective criteria that dictate if the hospitalization is appropriate or not (eg, parenteral (intravenous) therapy for at least 8 hours on that day, under nursing and ancillary services). The PAEP may be less sensitive given today's healthcare resource utilization climate. Many clinicians and families would agree that insertion of a peripheral central catheter is an acceptable form of outpatient treatment for many pediatric conditions. In conjunction with the Delay Tool, the PAEP could be used to determine if a delay occurred, then the Delay Tool used to categorize the cause of the delay. We choose to use expert clinician judgment to determine if a delay had occurred. We were more interested in why patients who are admitted (appropriately or inappropriately) cannot be discharged sooner, thus allowing for future intervention studies targeted to impact delays in discharge, as elucidated in this study. The Delay Tool specifically allowed us to categorize the reasons for delays. Given that the average LOS for patients in the nondelayed group was over 4 days, despite not using a tool such as the PAEP, we believe that these were likely to be appropriate admissions.

A recent study reported the first use of the Medical Care Appropriateness Protocol (MCAP) in a tertiary‐care children's hospital. The authors used the MCAP to determine the impact of an intervention on reducing inappropriate hospitals days for children. This tool is similarly labor‐intensive to the Delay Tool. Interestingly, this Canadian study found a high rate of inappropriate hospital days (47%), which may be in part attributable to a different outcome measurement tool and/or a different health care system.18

There are several limitations to our study that deserve mention. The Delay Tool requires clinician judgment regarding whether or not there was a delay in discharge for that day. We may have introduced some bias in our study, as hospitalist investigators assigned the delay and blinding to the attending physician specialty of record was not feasible. However, our results are similar to the other 2 published studies that have used this tool, and we specifically chose not to analyze or report results in terms of hospitalist and nonhospitalist attending physicians. The Delay Tool is not designed to differentiate shorter delays in terms of hours instead of days (eg, due to the inability for the patient to get a ride home). Shorter delays may be of particular importance depending on the occupancy rate of the hospital, the demand for beds, and other patient and hospital factors. We could not capture these shorter delays (although they did occur frequently) due to the original description of the Delay Tool. In addition, we would not have been able to report data on the impact on LOS and costs, as these are attributed to whole days in the hospital. However, if we had been able to differentiate shorter delays, this would bias our results to show a greater percentage of delays over smaller increments of time. Generalizability is an issue, given that this was a single‐center study. This study sample included over 80 different attending physicians participating in community pediatrician, subspecialty, and hospitalist practice groups. However, the patient population at PCMC is similar to other medium and large children's hospitals in the United States. The month observed may not reflect the entire year of hospitalizationsthere may be seasonal variations with delays depending on the volume and type of illness seen. The study was conducted in August, when there are newer house staff present. However, physician responsibility, which was the largest source of delays in our study, had little attribution to house staff. Most of the decisions were those of attending physicians, which would largely be unaffected by the time of year of the study. Finally, we were unable to assess the safety of the potential earlier discharge, as this was an observational study. However, in any future intervention studies examining processes to discharge patients sooner, measures of safety to the patient are a necessity. Finally, given the potential of ongoing admission, even on the date of discharge of our most fragile patients, this approach to discovering causes of delay may not apply to this important group, which is responsible for significant and growing resource utilization.

Despite these limitations, our findings demonstrate that in an era of children staying in the hospital less, and more medically‐complex children being admitted,10 a substantial number of children who are hospitalized at a children's hospital may have been discharged sooner. The majority of these decisions were directly related to physician responsibility. As consumers, providers, and hospitals work together to develop quality measures that are reflective of inpatient pediatric care, the Delay Tool may be able to highlight 2 aims of quality (ie, timeliness and efficiency of care) that could be used to assess the impact of interventions designed to safely discharge patients sooner. Interventions such as audit‐feedback,18 clinical guideline deployment,19 and hospitalist systems of care4 continue to hold the promise of earlier discharge; however, tools designed to measure inappropriate use of hospital days should be employed to demonstrate their effectiveness. Our study demonstrates ongoing waste in children's hospitals.

Conclusions

Almost 1 out of 4 patients in this 1‐month period could have been discharged sooner than they were. The impact of delays on costs and LOS are substantial and should provide strong incentives to develop effective interventions. Such interventions will need to address variations in physician criteria for discharge, more efficient discharge planning, and timely scheduling of consultation and diagnostic testing.

Acknowledgements

The authors thank Joni R. Beshanky and Harry Selker for their help and training in the use of the Delay Tool.

Inpatient pediatrics is undergoing a paradigm shift in at least 3 ways. First, more children with chronic disease are being cared for in the hospital over time.1 Second, previous inpatient conditions are treated at home with advancing technology such as peripherally‐inserted catheters.2 Third, there are new areas of growing specialization, such as hospital medicine, in which the practitioners deliver more efficient care.3, 4

Nationwide, there is increasing pressure to improve inpatient quality of care. The Institute of Medicine defines 6 aims for improvement, including timeliness (reducing waits and sometimes harmful delays for both those who receive and those who give care) and efficiency of care (avoiding waste, including waste of equipment, supplies, ideas, and energy).5 Reducing unnecessary stays in the hospital is a potential quality measure that hospitals may use to address the timeliness and efficiency of care delivered to hospitalized children.

Delays in discharge have been used as markers of unnecessary stays in the hospital for inpatient adult and pediatric care,6, 7 but these are limited to inpatient systems from almost 20 years ago. Current reasons why patients are delayed from discharge, if at all, are not well described. We undertook this study to describe delays in hospital discharges at a tertiary‐care children's hospital in terms of number of patients, length of days of delay, and type of delay. In addition, we sought to characterize the impact of discharge delays on overall length of stay (LOS) and costs.

Methods

Patient Population/Study Design

All children cared for on 2 pediatric medical teams at Primary Children's Medical Center during the month of August 2004 were eligible for the study. Two research assistants independently attended team rounds and collected data relating to: the reasons for ongoing hospitalization, pending items (eg, consultations, tests), and the plan of care for that day. The research assistants each attended daily team rounds for the entire month of August (1 for each team, switching to the opposite team after 2 weeks). This was combined with information available in the Patient Tracker, a software tool developed to improve communication between caregivers and improve discharge efficiency.8 This software tool details diagnoses, daily medical care plans, discharge criteria, and ongoing medical interventions while tracking daily changes in interventions and the medical care plan for each patient cared for on a pediatric medical team.

The research assistants subsequently presented their observations along with information from Patient Tracker to 2 experienced physicians (R.S. and B.S.) who independently determined if a delay occurred, the number of delay days extending discharge, and the cause of the delay, if present, categorized according to the taxonomy of the Delay Tool.6, 7 If there was not enough information for either of the physicians to identify and classify a delay, the electronic medical record of the patient was also reviewed. Discrepancies between physicians assigning delays were discussed until consensus was reached.

The study was approved by the Institutional Review Board of the University of Utah Health Sciences Center and Primary Children's Medical Center (PCMC).

Setting

PCMC is a 233‐bed tertiary‐care children's hospital, owned and operated by Intermountain Healthcare (a not‐for‐profit vertically integrated managed care organization) in the Intermountain West, which serves as both the primary hospital for Salt Lake County and as a tertiary‐care children's hospital for 5 states (UT, MT, WY, ID, and NV).9

Study Definitions

Delay and Length of Delay

Delays in discharge were measured using a validated and reliable instrument, the Delay Tool.6, 7 A discharge was classified as delayed if there was no medical reason for the patient to be in the hospital on a given day, identical to the definition used in the original studies to validate the tool. Delays were recorded as whole days, not fractions of days or hours, as described in the original validation of the tool. For example, if the medical team requested a consultation, and the consultant's opinion was rendered late, but the patient would have remained in the hospital anyway, then this period of time would not count as a delay. However, if the medical team did not receive a consultant's opinion within the standard time (24 hours as defined for this study and in validating studies for the Delay Tool), and the patient's sole reason for being in the hospital during that day was waiting for that opinion, then that period of time would count toward a delay due to a late consultative opinion. Delays of less than 1 day, due to the mechanics of discharging a patient from the hospital (providing prescriptions, follow up, communication, arranging home health, and transportation) were not measured in this study, to match the original methodology of the Delay Tool.

Type of Delay

Primary reason for delay was assigned according to the taxonomy of the Delay Tool.6, 7 Delays were categorized to 1 of the following: (1) test scheduling; (2) obtaining test results; (3) surgery; (4) consultation; (5) patient (eg, family unavailable for decision‐making); (6) physician responsibility; (7) education, training. or research; (8) discharge planning or scheduling; and (9) availability of outside care and resources. There are 166 subcategories that clarify why a delay occurred. For example, within the main category of obtaining test results (2), there are 3 subcategories of delays related to problem in executing the test (2.1), return of results is delayed (2.2), and test results not reviewed within standard time of return (2.3). Subcategories are further divided to provide detail on the cause of delay. For example, a delay categorized as a 2.1:1 [(2) obtaining test results; (2.1) problem in executing the test; and 2.1:1 test to be done by MD is delayed beyond day desired], or 2.3:1 [(2) obtaining test results; (2.3) test results not reviewed within standard time of return; and 2.3:1 delay because physician did not review results]) both relate to physician causes of delays within the general category of obtaining test results. Some delays had more than 1 cause. A secondary cause of delay was assigned if applicable; however, the number of days delayed was attributed to the primary cause for analysis purposes.

Exemptions to Delay and Special Populations

Certain subpopulations of patients presented unique issues that led to them being unlikely to be classified as having a delay. For example, patients with a diagnosis of new onset of type 1 diabetes are historically admitted for 3 days at our hospital, which includes a specific education program; delays were not considered until this minimum period had passed. Children with medically complex care (eg, multisystem disease, multiple specialists involved, multiple medications) were included in this study.10 However, these children with frequent hospital admission were often fragile at discharge, and could meet criteria for readmission even on the date of their discharge, hence assigning a delay day was usually not indicated because of easily justified ongoing medical need for hospitalization.

Study Variables

The LOS, total costs, and routine demographic and administrative data for each study patient were extracted from Intermountain Healthcare's Enterprise Data Warehouse (EDW). The EDW contains detailed data about the cost of providing health care. Costs were derived from the hospital's cost accounting program, the Standard Cost Master, which is a transaction‐based microcosting accounting system.1113

For patients whose LOS extended before August 1 or after August 31, total hospital costs were averaged per day, and only days falling inside the month of August were counted in calculating the impact the delays in discharge had on the total costs of hospitalization. Hospital days that extended outside of August were not counted in either the numerator for potential days of delay or in the denominator for total days in the hospital.

Analyses

Descriptive statistics were calculated for the number, length of days of delay, and type of delay. Interrater reliability to assign a delay was ascertained for the 2 physicians. Mean LOS, mean total costs, and standard deviations (SDs) were calculated. All analyses were performed using Statistical Analytical Software version 9.13 (SAS Institute, Cary, NC).

Results

During the 31 days of the study, 171 patients occupied hospital beds an average of 7.3 days on the 2 inpatient medical teams, for a total of 911 inpatient days. Seven patients were admitted prior to August 1; 6 of these were discharged during the month of August and 1 stayed through the entire month and was discharged in September. Three additional patients were admitted in August and discharged in September. There were 6 readmissions during the month of August, and 1 patient was excluded from the study because of lack of sufficient information. All patients with delays were able to be classified according to the Delay Tool taxonomy. Interrater reliability for the 2 study physicians was 98%.

The characteristics between the patients who did and did not experience a delay in discharge are shown in Table 1. Thirty‐nine of 171 patients (22.8%), experienced at least 1 delay day. Eighteen of 39 patients had only 1 delay day (46.2%) and 11 patients experienced 2 delayed days (28.2%) (Figure 1). The average length of delay was 2.1 days.

Figure 1
Number of patients experiencing delay by the number of delay days.
Characteristics of Patients Who Did and Did Not Experience a Delay in Discharge
 Nondelayed Patients (N = 132)Delayed Patients (N = 39)P Value
  • Continuous variables were analyzed using the Kruskal‐Wallis test.

  • Dichotomous variables were analyzed using the chi‐square test.

  • Abbreviations: APR‐DRG SOI, all‐payer‐refined diagnosis‐related groups severity of illness; ICD‐9 CM, International Classification of Diseases Clinical Modification, ninth revision; LOS, length of stay; SD, standard deviation.

Age (months), mean (SD)*22.6 (14.4)15.0 (14.6)0.009
LOS during August (days), mean (SD)*4.64 (6.1)7.64 (7.15)<0.001
Total costs during August ($), mean (SD)*10,451 (19,254)14,341 (16,241)0.002
Number of ICD‐9 CM diagnoses codes, mean (SD)*7.1 (7.4)8.5 (7.3)0.056
Number of ICD‐9 CM procedure codes, mean (SD)*1.7 (3.8)1.6 (2.6)0.068
Number of Patients with APR‐DRG SOI 3 (%)59 (44.7%)19 (48.7%)0.65

Delays attributed to physician responsibility accounted for 42.3% (16.5/39) of patient delays (conservative management or clinical decision‐making), with discharge planning delays accounting for 21.8% (family‐related, patient‐related, and hospital‐related problems), consultation for 14.1% (delay in obtaining or lack of follow‐up), test scheduling for 12.8%, and obtaining test results for 5.1% (ordering and weekend scheduling). There were no primary delays due to surgery, education and research, or unavailability of outside resources such as a skilled nursing bed. Four patients had a single additional secondary cause of delay assigned to them, related to physician responsibility, consultation, surgery and test scheduling; these were split, attributing 0.5 patients to each delay type (thus, the 17/39 patients delayed for physician responsibility was analyzed as 16.5/39) (Table 2).

Study Patients (N = 171) and Hospital Days (N = 911) with Delays
Delay CategoryNumber of Patients Experiencing Delays*Percentage of All Patients Experiencing Delays (%)Percentage of Study Patients Observed (%)Total Delay DaysAverage Length of Delays (days)Percentage of Hospital Days That Were Delay Days (%)
  • Some delays were contributed to by more than 1 category, these were split, attributing 0.5 patients to each delay type.

1. Scheduling512.82.92163.201.76
2. Obtaining results25.11.1731.500.33
3. Surgery0.51.30.291.53.000.16
4. Consultation5.514.13.2210.51.911.15
5. Patient12.60.5822.000.22
6. Physician16.542.39.6533.52.033.68
7. Education000.00000.00
8. Discharge8.521.84.9715.51.821.70
9. Outside000.00000.00
Total3910022.81822.109.00

There were 82 delay‐related hospital days of 911 total inpatient days on the 2 medical teams for August 2004 (9%). More than $170,000 in excess costs was incurred due to delay days from a total of approximately 1.9 million dollars in patient costs for the month (8.9%).

Discussion

This study finds that discharge delays in a tertiary care children's hospital are common; almost 1 in 4 patients experienced a medically unnecessary excess hospital stay of at least 1 day. The average length of a delay was 2.1 days, and overall, delays consumed 9% of pediatric hospital days and 8.9% of total costs. The most common reason for a delay was related to physician clinical care, including excessively conservative management and variability in clinical decision‐making.

Our study results are similar to the other 2 published studies that use the Delay Tool. In the adult and pediatric studies, between 10% and 30% of patients experienced a delay in discharge, with the average length of delay between 2.9 and 3 days.6, 7 Although both studies were conducted at teaching hospitals, what is particularly interesting is that they were conducted almost 20 years ago. During this period of time, there has been a shift in the inpatient pediatric patient population. In recent years, children who are cared for in the hospital have more chronic illnesses.1 In addition, there has been a shift in the types of conditions that may be cared for at home and those that now require inpatient stay.2 Despite this, delays continue at a similar proportion, but the cause of delays have shifted from scheduling and consultation to physician responsibility.

There is another tool in the literature which is more widely used, the Pediatric Appropriateness Evaluation Protocol (PAEP), which is based on the Appropriateness Evaluation Protocol for adults.1417 This tool is used to determine the appropriateness of ongoing hospitalization, not the cause of delay if ongoing hospitalization is inappropriate. The 3 areas that are evaluated (medical services, nursing and ancillary services, and patient's condition) have objective criteria that dictate if the hospitalization is appropriate or not (eg, parenteral (intravenous) therapy for at least 8 hours on that day, under nursing and ancillary services). The PAEP may be less sensitive given today's healthcare resource utilization climate. Many clinicians and families would agree that insertion of a peripheral central catheter is an acceptable form of outpatient treatment for many pediatric conditions. In conjunction with the Delay Tool, the PAEP could be used to determine if a delay occurred, then the Delay Tool used to categorize the cause of the delay. We choose to use expert clinician judgment to determine if a delay had occurred. We were more interested in why patients who are admitted (appropriately or inappropriately) cannot be discharged sooner, thus allowing for future intervention studies targeted to impact delays in discharge, as elucidated in this study. The Delay Tool specifically allowed us to categorize the reasons for delays. Given that the average LOS for patients in the nondelayed group was over 4 days, despite not using a tool such as the PAEP, we believe that these were likely to be appropriate admissions.

A recent study reported the first use of the Medical Care Appropriateness Protocol (MCAP) in a tertiary‐care children's hospital. The authors used the MCAP to determine the impact of an intervention on reducing inappropriate hospitals days for children. This tool is similarly labor‐intensive to the Delay Tool. Interestingly, this Canadian study found a high rate of inappropriate hospital days (47%), which may be in part attributable to a different outcome measurement tool and/or a different health care system.18

There are several limitations to our study that deserve mention. The Delay Tool requires clinician judgment regarding whether or not there was a delay in discharge for that day. We may have introduced some bias in our study, as hospitalist investigators assigned the delay and blinding to the attending physician specialty of record was not feasible. However, our results are similar to the other 2 published studies that have used this tool, and we specifically chose not to analyze or report results in terms of hospitalist and nonhospitalist attending physicians. The Delay Tool is not designed to differentiate shorter delays in terms of hours instead of days (eg, due to the inability for the patient to get a ride home). Shorter delays may be of particular importance depending on the occupancy rate of the hospital, the demand for beds, and other patient and hospital factors. We could not capture these shorter delays (although they did occur frequently) due to the original description of the Delay Tool. In addition, we would not have been able to report data on the impact on LOS and costs, as these are attributed to whole days in the hospital. However, if we had been able to differentiate shorter delays, this would bias our results to show a greater percentage of delays over smaller increments of time. Generalizability is an issue, given that this was a single‐center study. This study sample included over 80 different attending physicians participating in community pediatrician, subspecialty, and hospitalist practice groups. However, the patient population at PCMC is similar to other medium and large children's hospitals in the United States. The month observed may not reflect the entire year of hospitalizationsthere may be seasonal variations with delays depending on the volume and type of illness seen. The study was conducted in August, when there are newer house staff present. However, physician responsibility, which was the largest source of delays in our study, had little attribution to house staff. Most of the decisions were those of attending physicians, which would largely be unaffected by the time of year of the study. Finally, we were unable to assess the safety of the potential earlier discharge, as this was an observational study. However, in any future intervention studies examining processes to discharge patients sooner, measures of safety to the patient are a necessity. Finally, given the potential of ongoing admission, even on the date of discharge of our most fragile patients, this approach to discovering causes of delay may not apply to this important group, which is responsible for significant and growing resource utilization.

Despite these limitations, our findings demonstrate that in an era of children staying in the hospital less, and more medically‐complex children being admitted,10 a substantial number of children who are hospitalized at a children's hospital may have been discharged sooner. The majority of these decisions were directly related to physician responsibility. As consumers, providers, and hospitals work together to develop quality measures that are reflective of inpatient pediatric care, the Delay Tool may be able to highlight 2 aims of quality (ie, timeliness and efficiency of care) that could be used to assess the impact of interventions designed to safely discharge patients sooner. Interventions such as audit‐feedback,18 clinical guideline deployment,19 and hospitalist systems of care4 continue to hold the promise of earlier discharge; however, tools designed to measure inappropriate use of hospital days should be employed to demonstrate their effectiveness. Our study demonstrates ongoing waste in children's hospitals.

Conclusions

Almost 1 out of 4 patients in this 1‐month period could have been discharged sooner than they were. The impact of delays on costs and LOS are substantial and should provide strong incentives to develop effective interventions. Such interventions will need to address variations in physician criteria for discharge, more efficient discharge planning, and timely scheduling of consultation and diagnostic testing.

Acknowledgements

The authors thank Joni R. Beshanky and Harry Selker for their help and training in the use of the Delay Tool.

References
  1. Wise PH.The transformation of child health in the United States: social disparities in child health persistent despite dramatic improvement in child health overall.Health Aff (Millwood).2004;23(5):925.
  2. Srivastava R, Muret‐Wagstaff S, Young P, James BC.Hospitalist care of medically complex children.Pediatr Res.2004;55(4):314A315A.
  3. Landrigan CP, Conway PH, Edwards S, Srivastava R.Pediatric hospitalists: a systematic review of the literature.Pediatrics.2006;117(5):17361744.
  4. Lye PS, Rauch DA, Ottolini MC, et al.Pediatric hospitalists: report of a leadership conference.Pediatrics.2006;117(4):11221130.
  5. Institute of Medicine.Crossing the Quality Chasm: A New Health System for the Twenty‐first Century.Washington, DC:National Academy Press;2001.
  6. Klein JD, Beshansky JR, Selker HP.Using the Delay Tool to attribute causes for unnecessary pediatric hospital days.Med Care.1990;28(10):982989.
  7. Selker HP, Beshansky JR, Pauker SG, Kassirer JP.The epidemiology of delays in a teaching hospital. The development and use of a tool that detects unnecessary hospital days.Med Care.1989;27(2):112129.
  8. Maloney C, Wolfe D, Gesteland P, Hales J, Nkoy F.A tool for improving patient discharge process and hospital communication practices: the Patient Tracker.AMIA Annu Symp Proc.2007;11:493497.
  9. Norlin C, Osborn LM.Organizational responses to managed care: issues for academic health centers and implications for pediatric programs.Pediatrics.1998;101(4 Pt 2):805811; discussion 811–802.
  10. Srivastava R, Stone BL, Murphy NA.Hospitalist care of the medically complex child.Pediatr Clin North Am.2005;52(4):11651187.
  11. Ampofo K, Gesteland PH, Bender J, et al.Epidemiology, complications, and cost of hospitalization in children with laboratory‐confirmed influenza infection.Pediatrics.2006;118(6):24092417.
  12. Harbarth S, Burke JP, Lloyd JF, Evans RS, Pestotnik SL, Samore MH.Clinical and economic outcomes of conventional amphotericin B‐associated nephrotoxicity.Clin Infect Dis.2002;35(12):e120e127.
  13. Evans RS, Classen DC, Stevens LE, et al.Using a hospital information system to assess the effects of adverse drug events.Proc Annu Symp Comput Appl Med Care.1993;1993:161165.
  14. Gloor JE, Kissoon N, Joubert GI.Appropriateness of hospitalization in a Canadian pediatric hospital.Pediatrics.1993;91(1):7074.
  15. Formby DJ, McMullin ND, Danagher K, Oldham DR.The appropriateness evaluation protocol: application in an Australian children's hospital.Aust Clin Rev.1991;11(4):123131.
  16. Kreger BE, Restuccia JD.Assessing the need to hospitalize children: pediatric appropriateness evaluation protocol.Pediatrics.1989;84(2):242247.
  17. Kemper KJ.Medically inappropriate hospital use in a pediatric population.N Engl J Med.1988;318(16):10331037.
  18. Mahant S, Peterson R, Campbell M, MacGregor DL, Friedman JN.Reducing inappropriate hospital use on a general pediatric inpatient unit.Pediatrics.2008;121(5):e1068e1073.
  19. Simmons JM, Kotagal UR.Reliable implementation of clinical pathways: what will it take—that is the question.J Pediatr.2008;152(3):303304.
References
  1. Wise PH.The transformation of child health in the United States: social disparities in child health persistent despite dramatic improvement in child health overall.Health Aff (Millwood).2004;23(5):925.
  2. Srivastava R, Muret‐Wagstaff S, Young P, James BC.Hospitalist care of medically complex children.Pediatr Res.2004;55(4):314A315A.
  3. Landrigan CP, Conway PH, Edwards S, Srivastava R.Pediatric hospitalists: a systematic review of the literature.Pediatrics.2006;117(5):17361744.
  4. Lye PS, Rauch DA, Ottolini MC, et al.Pediatric hospitalists: report of a leadership conference.Pediatrics.2006;117(4):11221130.
  5. Institute of Medicine.Crossing the Quality Chasm: A New Health System for the Twenty‐first Century.Washington, DC:National Academy Press;2001.
  6. Klein JD, Beshansky JR, Selker HP.Using the Delay Tool to attribute causes for unnecessary pediatric hospital days.Med Care.1990;28(10):982989.
  7. Selker HP, Beshansky JR, Pauker SG, Kassirer JP.The epidemiology of delays in a teaching hospital. The development and use of a tool that detects unnecessary hospital days.Med Care.1989;27(2):112129.
  8. Maloney C, Wolfe D, Gesteland P, Hales J, Nkoy F.A tool for improving patient discharge process and hospital communication practices: the Patient Tracker.AMIA Annu Symp Proc.2007;11:493497.
  9. Norlin C, Osborn LM.Organizational responses to managed care: issues for academic health centers and implications for pediatric programs.Pediatrics.1998;101(4 Pt 2):805811; discussion 811–802.
  10. Srivastava R, Stone BL, Murphy NA.Hospitalist care of the medically complex child.Pediatr Clin North Am.2005;52(4):11651187.
  11. Ampofo K, Gesteland PH, Bender J, et al.Epidemiology, complications, and cost of hospitalization in children with laboratory‐confirmed influenza infection.Pediatrics.2006;118(6):24092417.
  12. Harbarth S, Burke JP, Lloyd JF, Evans RS, Pestotnik SL, Samore MH.Clinical and economic outcomes of conventional amphotericin B‐associated nephrotoxicity.Clin Infect Dis.2002;35(12):e120e127.
  13. Evans RS, Classen DC, Stevens LE, et al.Using a hospital information system to assess the effects of adverse drug events.Proc Annu Symp Comput Appl Med Care.1993;1993:161165.
  14. Gloor JE, Kissoon N, Joubert GI.Appropriateness of hospitalization in a Canadian pediatric hospital.Pediatrics.1993;91(1):7074.
  15. Formby DJ, McMullin ND, Danagher K, Oldham DR.The appropriateness evaluation protocol: application in an Australian children's hospital.Aust Clin Rev.1991;11(4):123131.
  16. Kreger BE, Restuccia JD.Assessing the need to hospitalize children: pediatric appropriateness evaluation protocol.Pediatrics.1989;84(2):242247.
  17. Kemper KJ.Medically inappropriate hospital use in a pediatric population.N Engl J Med.1988;318(16):10331037.
  18. Mahant S, Peterson R, Campbell M, MacGregor DL, Friedman JN.Reducing inappropriate hospital use on a general pediatric inpatient unit.Pediatrics.2008;121(5):e1068e1073.
  19. Simmons JM, Kotagal UR.Reliable implementation of clinical pathways: what will it take—that is the question.J Pediatr.2008;152(3):303304.
Issue
Journal of Hospital Medicine - 4(8)
Issue
Journal of Hospital Medicine - 4(8)
Page Number
481-485
Page Number
481-485
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Delays in discharge in a tertiary care pediatric hospital
Display Headline
Delays in discharge in a tertiary care pediatric hospital
Legacy Keywords
children's hospital, delays in discharge, pediatrics
Legacy Keywords
children's hospital, delays in discharge, pediatrics
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