RT Book, Section
A1 Tess, Anjala V.
A1 Carbo, Alexander R.
A2 McKean, Sylvia C.
A2 Ross, John J.
A2 Dressler, Daniel D.
A2 Brotman, Daniel J.
A2 Ginsberg, Jeffrey S.
SR Print(0)
ID 56193676
T1 Chapter 38. Setting a Learning Environment in the Hospital
T2 Principles and Practice of Hospital Medicine
YR 2012
FD 2012
PB The McGraw-Hill Companies
PP New York, NY
SN 978-0-07-160389-8
LK accessmedicine.mhmedical.com/content.aspx?aid=56193676
RD 2024/04/18
AB Hospitalists  serve  as  teachers  and  role  models  for  students,  trainees,  and  other  hospital  staff.  Expertise  in  Hospital  Medicine  includes  not  only  the  clinical  knowledge  and  skills  pertinent  to  acute  inpatient  medicine  but  also  the  skills  and  attitudes  of  institutional  safety  practices.  These  practices  may  include  delivery  of  safe  handoffs,  prevention  of  health  care–associated  infections  with  hand  washing  and  antimicrobial  resistance  by  evidence-based  antibiotic  prescribing,  and  actively  engaging  in  institutional  patient  safety  and  quality  improvement  initiatives.  Hospitalists'  availability  and  physical  proximity  to  learners  clearly  positions  them  to  become  effective  educators.  But  hospitalists'  success  as  teachers  cannot  rely  on  physical  proximity  alone.  The  structure  of  Hospital  Medicine  practice  poses  challenges:  lack  of  time,  competing  demands  between  clinical  work  and  education,  and  the  pressure  of  duty  hour  restrictions.  In  addition,  hospitalists  face  common  hurdles  of  how  to  teach  at  multiple  levels  simultaneously,  how  to  assess  competence,  and  how  to  provide  feedback.  To  succeed  in  the  critical  role  of  educator,  hospitalists  must  establish  a  productive  learning  environment  in  which  to  work.  This  chapter  will  focus  on  applying  some  of  these  key  principles  and  skills  in  medical  education  that  the  hospitalist  will  find  useful  in  daily  work.