0
Editor's Note |

Reconciling the Work, the Learning, and the Hours:  Comment on “Effects of the 2011 Duty Hour Reforms on Interns and Their Patients” and “Change in Intern Calls at Night After a Work Hour Restriction Process Change”

Patrick G. O’Malley, MD, MPH
JAMA Intern Med. 2013;173(8):663. doi:10.1001/jamainternmed.2013.487.
Text Size: A A A
Published online

Extract

Two articles in this issue of the journal highlight continuing problems with implementing the Accreditation Council for Graduate Medical Education (ACGME) work hour restrictions and the impact on several domains of learning and care. There is a need for innovative models of care and teaching that optimize learning, minimize transitions of care, and maximize the safety and quality of care, while also tending to the lifestyle and educational needs of trainees. Unfortunately, the policy was implemented without robust evidence on how best to achieve these outcomes. The ACGME policy on work hours is well intentioned and has been associated with improvement in the quality of life of trainees, but it has also been associated with a decrement in educational effectiveness and perceptions of lower quality of care. Hospital administrators and program directors can do a better job of multicenter collaborating and studying innovative models that can inform best practice implementation. Establishing the infrastructure to do this will not only help implement the current policy but also inform future evidence-based educational policy in residency training programs.

Topics

Sign In to Access Full Content

Don't have Access?

Register and get free email Table of Contents alerts, saved searches, PowerPoint downloads, CME quizzes, and more

Subscribe for full-text access to content from 1998 forward and a host of useful features

Activate your current subscription (AMA members and current subscribers)

Purchase Online Access to this article for 24 hours

First Page Preview

View Large
/>
First page PDF preview

Figures

Tables

References

Correspondence

CME
Meets CME requirements for:
Browse CME for all U.S. States
Accreditation Information
The American Medical Association is accredited by the Accreditation Council for Continuing Medical Education to provide continuing medical education for physicians. The AMA designates this journal-based CME activity for a maximum of 1 AMA PRA Category 1 CreditTM per course. Physicians should claim only the credit commensurate with the extent of their participation in the activity. Physicians who complete the CME course and score at least 80% correct on the quiz are eligible for AMA PRA Category 1 CreditTM.
Note: You must get at least of the answers correct to pass this quiz.
You have not filled in all the answers to complete this quiz
The following questions were not answered:
Sorry, you have unsuccessfully completed this CME quiz with a score of
The following questions were not answered correctly:
Commitment to Change (optional):
Indicate what change(s) you will implement in your practice, if any, based on this CME course.
Your quiz results:
The filled radio buttons indicate your responses. The preferred responses are highlighted
For CME Course: A Proposed Model for Initial Assessment and Management of Acute Heart Failure Syndromes
Indicate what changes(s) you will implement in your practice, if any, based on this CME course.
NOTE:
Citing articles are presented as examples only. In non-demo SCM6 implementation, integration with CrossRef’s "Cited By" API will populate this tab (http://www.crossref.org/citedby.html).
Submit a Comment

Multimedia

Some tools below are only available to our subscribers or users with an online account.

Sign In to Access Full Content

Related Content

Customize your page view by dragging & repositioning the boxes below.

See Also...
Jobs
brightcove.createExperiences();