A New Teaching Tool for Peer Review of Charting and Care in the Emergency Department.

Poor documentation, incomplete medical decision-making, missing progress notes, and inappropriate care play a major role in medical malpractice cases. We introduced a new quality improvement (QI) process focused on evaluating and improving documentation and clinical care. We hypothesized that a modified, simplified QI scoring rubric would demonstrate inter-rater reliability among attending physicians and provide a useful new standardized tool for both QI departmental review and peer review. We modified a previously developed rubric template that demonstrated high inter-rater reliability for a more streamlined, simpler, and more generalized application. We developed a new system using three discrete templated sections with choices limited to five options. Eight experienced attending physicians evaluated the same 10 charts using our scoring rubrics. Consistency among raters was assessed using the Shrout-Fleiss relative: fixed set mean kappa scores. Our statistical analysis found excellent consistency among our experienced raters for both the documentation (κ = 0.91) and clinical care (κ = 0.84) scoring tools. We conclude that a modified, simplified QI scoring rubric demonstrates inter-rater reliability among experienced attending physicians. We believe this tool can be used as a standardized tool for a departmental review process by experienced quality leaders as well as by faculty to provide peer review while improving their own charting prowess. We further used this tool for peer review by having the attending staff participate in reviewing a specified number of charts using our modified template with explicit criteria so they could provide feedback as well, while gaining a better understanding of the elements of a "good" chart and of opportunities for improved care and resource utilization. By using this tool, we were able to provide more than 50 attendings summative feedback on their charting by a group of their peers that was both numerical and descriptive.

Impact of a focused trauma course on retention of provider skills, knowledge and confidence at a regional hospital in the Dominican Republic.

INTRODUCTION: Road traffic accidents are a public health epidemic, causing significant morbidity and mortality in low- and middle-income countries. The Dominican Republic (DR) ranks among the highest road traffic fatality rates in the world. There is no formalized trauma curriculum in the DR. A short trauma course was implemented at a San Pedro de Macoris, DR hospital with pre-, post- and retention evaluation of the knowledge, skills and confidence of the providers. METHODS: A 4-day trauma course was developed for medical students and residents. On days 1 and 4, providers completed pre- and post-training assessments consisting of a 40-question written exam, 1 simulation case and a trauma confidence questionnaire. Simulation cases were evaluated using a critical actions checklist and a non-technical skills scale (TNOTECHS). Assessments were repeated in 2 months to evaluate for knowledge, skill and confidence retention. A repeated measures ANOVA model was used to evaluate pre-, post- and retention training differences in the written exam, non-technical skills and critical actions scores. Confidence scores were assessed using a cumulative logistic regression model. RESULTS: A total of 65 people participated (36 medical students, 22 EM and 7 family medicine residents). Of the 65 participants, 39, 22 and 21 participants had complete scores for pre-post, pre-retention and post-retention comparisons respectively. Mean test scores for the written exam were 37.2, 63.5 and 52.2 for pre, post and retention results respectively. Comparisons between pre and post as well as pre and retention showed statistically significant differences (p=0.0001). Mean TNOTECHS total scores were 15.8, 21.3 and 20.8 for pre-, post- and retention results respectively with a significant difference found between pre- and post- training and pre- and retention training (p <0.05). Simulation mean checklist scores were 57.7%, 67.8% and 74.1% for pre-, post- and retention training respectively with a significant difference established between pre- and retention scores (p<0.05). Provider opinion that their ED patients received best care possible and patients' needs were identified and addressed showed statistically significant increases. CONCLUSION: A short trauma course can improve trauma specific knowledge, skills and confidence with significant retention at two months. A longitudinal trauma curriculum may bolster retention.