The Effects of Deliberate Practice and Feedback to Teach Standardized Handoff Communication on the Knowledge, Attitudes, and Practices of First-Year Residents

Background: Residents' shift length reduction and communication errors in transitions of care necessitate educating residents on handoff communication. Purpose: We examined the change in knowledge, attitudes, and practices of 1st-year residents after implementing a curriculum using deliberate practice to teach handoff communication. Methods: First-year residents completed a needs assessment survey and a video assessment of handoff practices. They participated in a brief curriculum using lecture and deliberate practice with feedback to teach a standardized approach to handoff communication. Change in knowledge, attitudes, and practices were measured with survey and video assessments. Results: Eleven 1st-year residents completed the course and final assessments. Residents' comfort with performing handoffs and their perceived efficiency indicated improvement. Practices improved, with increased inclusion of important features of handoffs (6.31 to 7.64, p < .001). Conclusions: A brief curriculum utilizing deliberate practice is an effective way to improve handoff practices of 1st-year residents.