@article{10.22454/FamMed.2020.676654,
author = {Hofkamp, Holly and Verdieck, Alex and Cheng, Anthony and Ramalingam, NithyaPriya and Rdesinski, Rebecca and Garvin, Roger},
title = {Effects of Clinic First Educational Interventions on Resident Wellness and Engagement},
journal = {Family Medicine},
volume = {52},
number = {6},
year = {2020},
month = {6},
pages = {422-426},
doi = {10.22454/FamMed.2020.676654},
abstract = {Background and Objectives: Tensions between clinical and hospital training, along with dysfunctional family medicine training clinics, have resulted in continuity clinic being the least favorite part of training for some residents. These factors are all contributors to burnout. We hypothesized that following Clinic First action steps to prioritize and enhance outpatient clinic would positively affect resident wellness and clinic engagement. This study describes our interventions and their effects within the Oregon Health & Science University (OHSU) Family Medicine 4-year Portland residency program.
Methods: In July 2017 the Oregon Health & Science University Family Medicine Portland residency program implemented scheduling and curricular interventions inspired by the Clinic First model. We conducted a mixed-methods cross-sectional study using focus groups and surveys to understand the effects of these interventions on resident wellness and engagement.
Results: Clinic First-inspired interventions, particularly a 2+2 scheduling model, decreased transitions within the day, and a clinic immersion month were associated with improved residents’ perception of wellness. These interventions had variable effects on clinic engagement. Eighty-eight percent of interns surveyed about the month-long clinic orientation in the beginning of residency reported that they felt prepared managing continuity patients in the clinic setting and their upcoming rotations.
Conclusions: This study demonstrates that Clinic First-inspired structural changes can be associated with improvement in resident perceptions of wellness and aspects of clinic engagement. This can give educators a sense of hope as well as tangible steps to take to improve these difficult and important issues.},
URL = {https://journals.stfm.org//familymedicine/2020/june/hofkamp-2019-0264/},
eprint = {https://journals.stfm.org//media/3166/hofkamp-2019-0264.pdf},
}