Resident Work Duty Hour Requirements: Medical Educators’ Perspectives (original) (raw)
2010, Academic Pediatrics
AI-generated Abstract
The paper discusses the perspectives of medical educators regarding the ACGME's proposed changes to resident work duty hour requirements. It emphasizes the need for careful analysis and evidence-based recommendations concerning the implementation of new duty hour standards. The authors express concerns about potential unintended consequences on patient care and medical education, advocating for pilot studies to assess the impact of these changes and suggesting allowances for additional work hours for interns to enhance learning and reflective practices.
Related papers
BMC medical education, 2017
The Accreditation Council for Graduate Medical Education (ACGME) implemented revisions to resident duty hour requirements (DHRs) in 2011 to improve patient safety and resident well-being. Perceptions of DHRs have been reported to vary by training stage and specialty among internal medicine and general surgery residents. The authors explored perceptions of DHRs among all residents at a large academic medical center. The authors administered an anonymous cross-sectional survey about DHRs to residents enrolled in all ACGME-accredited core residency programs at their institution. Residents were categorized as medical and pediatric, surgery, or other. In total, 736 residents representing 24 core specialty residency programs were surveyed. The authors received responses from 495 residents (67%). A majority reported satisfaction (78%) with DHRs and believed DHRs positively affect their training (73%). Residents in surgical specialties and in advanced stages of training were significantly l...
Faculty perceptions of the ACGME resident duty hour regulations in family medicine
Family Medicine, 2007
Background and objectives: Accreditation Council for Graduate Medical Education (ACGME) duty hour regulations have significantly changed residency education. Initial research focused heavily on resident experiences, while changes in faculty roles and effects on patient care and resident education have received less attention. This survey examines faculty perceptions of the effect of duty hour changes in academic family medicine. Methods: Family medicine faculty members from 15% of ACGME-accredited residencies were surveyed. The survey included demographic information and Likert-type questions about changes in faculty duties, patient care, resident education, and satisfaction with academic medicine. Results: A total of 368 of 672 surveys were returned; 97% of the 69 surveyed programs were represented. The average faculty workweek was 66 hours, including call. Of respondents, 81% felt that weekly faculty hours were unchanged since duty hours; 19% thought work hours had increased. Faculty felt that residency education and patient care were not positively affected by duty hours. Statistically significant differences were found between perceptions of faculty who did and did not deliver babies. Twenty percent of faculty members are considering leaving academic medicine in relation to duty hours. Conclusions: Consistent with research from other specialties, many faculty members perceive that their work roles have increased in certain areas. Resident performance and patient care are not seen to be improved as a result of duty hours. Further research into the unexpected findings involving labor and delivery responsibilities is needed.
Loading Preview
Sorry, preview is currently unavailable. You can download the paper by clicking the button above.