Telephone referral education, and evidence of retention and transfer after six-months
1 Southern Health Simulation Centre, Monash Medical Centre Moorabbin Campus, Centre Road, East Bentleigh, Melbourne, Australia
2 Monash University, Academic Board of Perioperative Medicine, Commercial Road, Prahran, Melbourne, Australia
3 University of Queensland, Cognitive Engineering Research Group, St Lucia, Brisbane, Australia
4 Monash University, Central Clinical School, Commercial Road, Prahran, Melbourne, Australia
BMC Medical Education 2012, 12:38 doi:10.1186/1472-6920-12-38Published: 7 June 2012
Effective communication between clinicians is essential for safe, efficient healthcare. We undertook a study to determine the longer-term effectiveness of an education session employing a structured method to teach referral-making skills to medical students.
All final year medical students received a forty-five minute education intervention consisting: discussion of effective telephone referrals; video viewing and critique; explanation, demonstration and practice using ISBAR; provision of a memory aid for use in their clinical work. Audio recordings were taken during a subsequent standardised simulation scenario and blindly assessed using a validated scoring system. Recordings were taken immediately before (control), several hours after (intervention), and at approximately six months after the education. Retention of the acronym and self-reports of transfer to the clinical environment were measured with a questionnaire at eight months.
Referral clarity at six months was significantly improved from pre-intervention, and referral content showed a trend towards improvement. Both measures were lower than the immediate post-education test. The ISBAR acronym was remembered by 59.4% (n = 95/160) and used by the vast majority of the respondents who had made a clinical telephone referral (n = 135/143; 94.4%).
A brief education session improved telephone communication in a simulated environment above baseline for over six months, achieved functional retention of the acronym over a seven to eight month period and resulted in self reports of transfer of the learning into practice.