Abstract:
BACKGROUND:Night float rotations are being increasingly used in the era of resident physician work-hour regulations, but their impact on resident education is not clear. PURPOSE:Our objective was to clarify resident perceptions of the educational aspects of night float rotations. METHODS:An anonymous survey of internal medicine residents at a university-based residency program was completed. RESULTS:Responses were received from 116 of 163 surveyed residents (71%). Residents attended less residents' report (0.10 +/- .43 vs. 2.70 + 0.93 sessions/week, p< .001) and fewer grand rounds sessions (0.14 +/- 0.25 vs. 0.43 +/- 0.28 sessions/week, p< .001) and spent less time reading, (2.63 +/- 2.0 vs. 3.33 +/- 1.6 hr/week, p< .001) interacting with attending physicians (0.57 +/- 1.1 vs. 2.97 +/- 1.5 hr/week, p< .001) and sleeping at home (6.3 +/- 1.2 vs. 7.10 +/- 0.9 hr/day, p< .001) on night float rotations than on non-night float rotations. Residents had strongly negative opinions about the educational value of night float, sleep cycle adjustment issues, and impact on their personal lives, which correlated with resident evaluations from the regular program evaluation process. In free responses, residents commented that they liked the autonomy and opportunity to improve triage skills on these rotations and confirmed their negative opinions about the sleep-wake cycle and interference with personal lives. CONCLUSIONS:Internal medicine residents at a university-based program have negative opinions regarding the educational value of night float rotations. Further work is necessary to determine whether problems exist across programs and specialties.
journal_name
Teach Learn Medjournal_title
Teaching and learning in medicineauthors
Luks AM,Smith CS,Robins L,Wipf JEdoi
10.1080/10401334.2010.488203subject
Has Abstractpub_date
2010-07-01 00:00:00pages
196-201issue
3eissn
1040-1334issn
1532-8015pii
923157112journal_volume
22pub_type
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journal_title:Teaching and learning in medicine
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