Introduction
Imperfect sign-out of patient information between providers has been shown to contribute to medical error, but there are no
standardized curricula to teach sign-out skills. At our institution, we identified several deficiencies in skills and a lack
of any existing training.
Aim
To develop a sign-out curriculum for medical house staff. Setting: Internal medicine residency program.
Program description
We developed a 1-h curriculum and implemented it in August of 2006 at three hospital sites. Teaching strategies included facilitated
discussion, modeling, and observed individual practice with feedback. We emphasized interactive communication, a structured
sign-out format summarized by an easy-to-remember mnemonic (“SIGNOUT”), consistent inclusion of key content items such as
anticipatory guidance, and use of concrete language.
Program evaluation
We received 34 evaluations. The mean score for the course was 4.44 ± 0.61 on a 1–5 scale. Perceived usefulness of the structured
oral communication format was 4.46 ± 0.78. Participants rated their comfort with providing oral sign-out significantly higher
after the session than before (3.27 ± 1.0 before vs. 3.94 ± 0.90 after; p < .001).
Discussion
We developed an oral sign-out curriculum that was brief, structured, and well received by participants. Further study is necessary
to determine the long-term impact of the curriculum.
KEY WORDS medical student and residency education - communication skills - curriculum development/evaluation