Affiliations
Section of Hospital Medicine, Division of General Internal Medicine and Public Health, Department of Medicine, Vanderbilt University, Nashville, Tennessee
Email
sunil.kripalani@ vanderbilt.edu
Given name(s)
Sunil
Family name
Kripalani
Degrees
MD, MSc

Prescription Issues after Hospital Discharge

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Frequency and predictors of prescription‐related issues after hospital discharge

The period immediately following hospital discharge is a vulnerable time for patients, who must assume responsibilities for their own care as they return home.1 The process of hospital discharge may be a rushed event, and patients often have difficulty understanding and following their postdischarge treatment plan.2, 3 Medication‐related problems after hospital discharge, which include patients not filling or refilling prescriptions,46 not understanding how to take medications,2, 3 showing discrepancies between what they are and what they should be taking,79 and having adverse drug events,1012 are a major cause of morbidity and mortality.13

According to prior studies, elderly patients and patients taking more than 5 medications are more likely to experience problems with their medications.5, 14 Adverse drug events are more common with certain high‐risk drugs, including cardiovascular agents, anticoagulants, insulin, antibiotics, and steroids.11, 14, 15 Beyond this, however, patient management of prescription medications after hospital discharge has not been well described. In particular, studies in the community setting and in the immediate postdischarge period are needed.

We conducted a large observational study of patients at 170 community hospitals in order to examine the frequency of prescription‐related issues 4872 hours after hospital discharge. These issues included problems with filling or taking medications prescribed at discharge. We hypothesized that age and number of medications would be independently associated with prescription‐related problems. We also examined the effects of other factors, including insurance type, length of stay, severity of illness (SOI), clinical diagnosis, and use of certain high‐risk drugs.

METHODS

Setting and Population

Information for the present analysis consisted of deidentified clinical, administrative, and survey data provided by a national hospitalist management group, IPCThe Hospitalist Company. At the time of the study, IPC employed more than 300 physicians working at 170 community hospitals in 18 regions across the United States. As part of their daily patient management, physicians entered clinical and administrative data into a proprietary Web‐based program. At discharge, physicians completed discharge summaries in the same program. These summaries were faxed to the outpatient physicians scheduled to see the patients and were transmitted electronically to a call center. The call center attempted to contact all patients at home to assess their clinical status and satisfaction and to assist with any postdischarge needs. The call center staff made up to 2 attempts to reach each patient by telephone within 3 days of discharge. Patients who were reached were interviewed using a scripted survey. Any identified medical needs were addressed in a separate follow‐up call by a nurse.

Patients were included in this analysis if they were at least 18 years old, were treated by an IPC hospitalist, had been discharged between January 1, 2005, and December 31, 2005, and were successfully surveyed by telephone 4872 hours after hospital discharge. If patients had more than 1 discharge during the study period, only the first survey and its corresponding hospital stay were included. The analytic plan was approved by the Emory University Institutional Review Board.

Data Collection

Hospitalists recorded the age, sex, and insurance coverage of each hospitalized patient and noted the discharge diagnoses and medications on the discharge summary. Primary diagnosis and length of stay were determined from hospitalist billing data, which were entered daily into the Web‐based program. Each patient's severity of illness was classified as minor, moderate, major, or extreme using a commercially available program (3M Health Information Systems) that considered patient age, primary diagnosis, diagnosis‐related group (DRG), and nonoperating room procedures.

A common patient identifier code linked these data with patient‐reported information obtained from the call center. Patients indicated whether they picked up their prescribed medications and if they had any trouble understanding how to take their medications. For the present analysis, patients were considered to have a prescription‐related issue if they had problems filling or taking medications prescribed at discharge, a composite variable defined as including not picking up discharge medications, not knowing whether discharge medications had been picked up, not taking discharge medications, or not understanding how to take discharge medications.

Statistical Analysis

Initial analyses included construction of frequency tables to estimate the distribution of prescription‐related issues across patient demographic characteristics, insurance type, clinical diagnosis, and number of medications, as well as among users of certain high‐risk classes of medication. Some continuous variables, such as age and number of medications, were categorized (age into clinically relevant categories, number of medications into tertiles). Separate variables were created for clinical diagnoses by mapping DRGs to 26 major diagnostic categories (MDCs) so that comparisons could be made based on the frequency of prescription‐related issues for those with a primary diagnosis pertaining to a particular organ system versus those with a primary diagnosis outside that organ system. The 10 most common MDCs were circulatory, digestive, respiratory, nervous, skin‐subcutaneous‐breast, kidney‐urinary, musculoskeletal‐connective, hepatobiliary‐pancreas, endocrine‐nutrition‐metabolic, and infectious. The categories of the severity of illness variable were reduced to 3 by combining major and extreme because there were so few in the extreme category.

Unadjusted odds ratios were calculated based on a logistic regression model relating any prescription‐related issues to each possible covariate 1 at a time (ie, not adjusted for any of the other covariates). Adjusted odds ratios were obtained through stepwise building of a logistic regression model. Initially, all possible covariates were entered into the model, and the model was then reduced using Wald test results to assess the significance of dropped parameters. All analyses were conducted using SAS version 9.1 (Cary, NC) and a significance level of 0.05.

RESULTS

In 2005, there were 104,506 eligible adult hospital discharges, corresponding to 96,179 patients. Excluding discharged patients who could not be contacted by the call center or who refused to complete the survey (n = 67,084), multiple surveys of the same patient (n = 3156), and surveys with insufficient data to determine whether there were prescription‐related issues (n = 3067) left 31,199 patients available for analysis (effective response rate 32.4%).

More than half the participants (57.0%) were women, and the mean age was 61.1 years (SD 17.8 years). The median number of discharge medications was 4 (range 128). The most frequently prescribed drugs were antibiotics and analgesics, followed by several cardiovascular drug classes (Table 1). About 60% of the primary diagnoses were of circulatory, digestive, and respiratory disorders (Table 1). Compared with nonparticipants, the study sample was more likely to be female, older, and covered by Medicare. Study patients also had greater comorbidity, as indicated by greater severity of illness rating and number of discharge medications.

Patient Characteristics
CharacteristicStudy sample (n = 31,199)Excluded patients (n = 65,060)
  • Percentages are of totals for available data. Data were missing from some study patients for sex (n = 574), severity of illness (n = 282), and major diagnostic category (n = 183). Data were missing from nonstudy patients for sex (n = 1,289), severity of illness (n = 729), and major diagnostic category (n = 493).

Age (years), n (%)  
342712 (8.7%)9064 (13.9%)
35495645 (18.1%)16,327 (25.1%)
50648359 (26.8%)17,583 (27.0%)
65799192 (29.5%)13,660 (21.0%)
805291 (17.0%)8426 (13.0%)
Sex, n (% female)17,450 (57.0%)34,298 (52.7%)
Insurance type, n (%)  
Medicare12,455 (39.9%)21,255 (32.7%)
Medicare HMO966 (3.1%)1462 (2.2%)
HMO (non‐Medicare)11,076 (35.5%)22,666 (34.8%)
Medicaid1599 (5.1%)4315 (6.6%)
Self‐pay/uninsured2151 (6.9%)7717 (11.9%)
Commercial2952 (9.5%)7645 (11.8%)
Severity of illness, n (%)  
Minor12,097 (39.1%)27,958 (43.6%)
Moderate14,800 (47.9%)29,020 (45.1%)
Major/extreme4020 (13.0%)7353 (11.4%)
Length of stay (days), mean (SD)3.9 (3.9)3.6 (4.0)
Discharge medications, n (%)  
128100 (26.0%)22,060 (33.9%)
3513,299 (42.6%)26,654 (41.0%)
69800 (31.4%)16,346 (25.1%)
Medication class, n (%)  
Antibiotics9927 (31.8%)17,721 (27.2%)
Analgesics9153 (29.3%)18,660 (28.7%)
Beta‐blockers8398 (26.9%)14,733 (22.6%)
Aspirin7028 (22.5%)13,040 (20.0%)
ACE inhibitors6493 (20.8%)11,640 (17.9%)
Lipid‐lowering agents5661 (18.1%)9421 (14.5%)
Diuretics5100 (16.3%)8393 (12.9%)
Inhalers4352 (13.9%)7297 (11.2%)
Oral hypoglycemics3705 (11.9%)6819 (10.5%)
Steroids3521 (11.3%)6056 (9.3%)
Anticoagulants3152 (10.1%)4820 (7.4%)
Insulins2236 (7.2%)4589 (7.1%)
Angiotensin II receptor blockers2034 (6.5%)3285 (5.0%)
Major diagnostic category, n (%)  
Circulatory7971 (25.7%)16,963 (26.3%)
Digestive4990 (16.1%)10,211 (15.8%)
Respiratory4955 (16.0%)8482 (13.1%)
Nervous2469 (8.0%)5505 (8.5%)
Skin‐subcutaneous‐breast1738 (5.6%)3664 (5.7%)
Renal1610 (5.2%)3216 (5.0%)
Musculoskeletal‐connective1357 (4.4%)2592 (4.0%)
Hepatobiliary‐pancreas1273 (4.1%)2844 (4.4%)
Endocrine‐nutrition‐metabolic1195 (3.9%)2666 (4.1%)
Infectious771 (2.5%)1429 (2.2%)

Overall, 7.2% of patients (n = 2253) had prescription‐related issues 4872 hours after hospital discharge. This included not picking up prescribed discharge medications (n = 1797, or 79.8% of issues), not knowing if they were picked up (n = 55 or 2.4%), and admitting to not taking (n = 154, or 6.8%) or not understanding how to take (n = 247, or 11%) medications.

In unadjusted analyses, prescription‐related issues were significantly associated with age, sex, insurance type, severity of illness rating, length of stay, number of discharge medications, certain medication types, and major diagnostic category (Table 2). Except for the youngest patients (age < 35 years), having prescription‐related issues appeared to be inversely related to patient age. Adults 3549 years old had the highest frequency of problems filling or taking medications (9.3%), whereas patients 80 years or older had the lowest frequency (5.6%). Analysis by insurance status showed that patients with Medicaid (12.6%) or self‐pay/uninsured status (11.9%) had significantly higher rates of prescription issues and patients with non‐Medicare HMO or commercial insurance had significantly lower rates (6.1% and 4.9%, respectively). Being prescribed at least 6 medications or taking ACE inhibitors, inhalers, oral hypoglycemics, or insulins was also associated with a higher frequency of prescription‐related problems in unadjusted analyses. Patients prescribed antibiotics or anticoagulants were less likely to report problems in unadjusted analyses.

Frequency and Odds of Prescription‐Related Issues after Hospital Discharge by Patient and Regimen Characteristics
CharacteristicPrescription‐related issues, n (%)Unadjusted OR (95% CI)P value
  • Data were missing from some patients for sex (n = 574), severity of illness (n = 282), and major diagnostic category (n = 183).

Age  < .0001
34195 (7.2%)  
3549523 (9.3%)1.32 (1.111.56) 
5064646 (7.7%)1.08 (0.921.28) 
6579592 (6.4%)0.89 (0.751.05) 
80297 (5.6%)0.77 (0.640.93) 
Sex  .035
Male906 (6.9%)  
Female1310 (7.5%)1.10 (1.011.20) 
Insurance type < .0001 
Medicare891 (7.2%)  
Medicare HMO86 (8.9%)1.27 (1.011.60) 
HMO (non‐Medicare)674 (6.1%)0.84 (0.760.93) 
Medicaid201 (12.6%)1.87 (1.592.20) 
Self‐pay/uninsured256 (11.9%)1.75 (1.512.03) 
Commercial145 (4.9%)0.66 (0.550.79) 
Severity of illness  .0007
Minor794 (6.6%)  
Moderate1107 (7.5%)1.15 (1.051.27) 
Major/extreme328 (8.2%)1.27 (1.111.45) 
Length of stay (days) 1.01 (1.001.02).014
Discharge medications  < .0001
12526 (6.5%)  
35928 (7.0%)1.08 (0.971.21) 
6799 (8.2%)1.28 (1.141.43) 
Medication class   
Antibiotics639 (6.4%)0.84 (0.760.92).0003
Analgesics656 (7.2%)0.99 (0.901.09).8
Beta‐blockers608 (7.2%)1.00 (0.911.11).9
Aspirin539 (7.7%)1.09 (0.981.20).1
ACE inhibitors520 (8.0%)1.15 (1.041.28).006
Lipid‐lowering agents438 (7.7%)1.10 (0.981.22).1
Diuretics370 (7.3%)1.00 (0.901.13).9
Inhalers373 (8.6%)1.25 (1.111.40).0002
Oral hypoglycemics295 (8.0%)1.23 (0.991.28).06
Steroids261 (7.4%)1.03 (0.901.18).64
Anticoagulants189 (6.0%)0.80 (0.690.94).005
Insulins210 (9.4%)1.37 (1.181.59)< .0001
Angiotensin II receptor blockers126 (6.2%)0.84 (0.701.01).06
Major diagnostic category   
Circulatory619 (7.8%)1.12 (1.011.23).025
Digestive398 (8.0%)1.14 (1.021.28).02
Respiratory354 (7.1%)0.99 (0.881.11).86
Nervous188 (7.6%)1.07 (0.911.25).41
Skin‐subcutaneous‐breast71 (4.1%)0.53 (0.420.68)< .0001
Renal98 (6.1%)0.83 (0.671.02).075
Musculoskeletal‐connective74 (5.5%)0.73 (0.580.93).01
Hepatobiliary‐pancreas105 (8.3%)1.17 (0.951.43).14
Endocrine‐nutrition‐metabolic93 (7.8%)1.09 (0.881.35).43
Infectious45 (5.8%)0.79 (0.591.08).14

In multivariable models, age, sex, insurance type, severity of illness, number of medications, and certain medication types were independently associated with prescription‐related issues after discharge (Table 3). Seniors reported significantly fewer problems than the youngest patients (6579 years, OR 0.69; 80 years, OR 0.59). Those with Medicare HMOs, Medicaid, or no insurance had more difficulty obtaining and taking prescription medications (OR 1.29, 1.33, and 1.31, respectively), whereas patients with HMO or commercial insurance plans had less difficulty (OR 0.68 and 0.51, respectively). Prescription‐related problems were also more common among women (OR 1.11), patients with higher severity of illness (moderate SOI, OR 1.12; major/extreme SOI, OR 1.23), and those with 6 or more discharge medications (OR 1.35). In adjusted analyses, inhalers were the only type of medication associated with a significantly higher frequency of problems (OR 1.14).

Adjusted Odds of Prescription‐Related Issues after Hospital Discharge by Patient and Regimen Characteristics, Reduced Model
CharacteristicAdjusted OR (95% CI)P value
  • n = 30,341. Patients with incomplete data were excluded from model.

Age < .0001
34  
35491.27 (1.071.51) 
50641.02 (0.861.21) 
65790.69 (0.570.84) 
800.59 (0.480.73) 
Sex .03
Male  
Female1.11 (1.011.21) 
Insurance type < .0001
Medicare  
Medicare HMO1.29 (1.021.63) 
HMO (non‐Medicare)0.68 (0.600.76) 
Medicaid1.33 (1.111.60) 
Self‐pay/uninsured1.31 (1.101.56) 
Commercial0.51 (0.420.62) 
Severity of illness .008
Minor  
Moderate1.12 (1.021.24) 
Major/extreme1.23 (1.071.42) 
Discharge medications < .0001
12  
351.11 (0.991.24) 
61.35 (1.191.54) 
Medication class  
Antibiotic0.78 (0.710.86)< .0001
Inhalers1.14 (1.011.29).04
Anticoagulants0.81 (0.690.95).009
Angiotensin II receptor blockers0.81 (0.670.98).03
Major diagnostic category  
Skin‐subcutaneous‐breast0.52 (0.410.67)< .0001
Musculoskeletal‐connective0.74 (0.580.94).01

Analyses were repeated using only failure to pick up medications as the dependent variable, and results were similar (not shown).

DISCUSSION

In this large multicenter study, 7.2% of patients reported problems obtaining or taking prescribed medications in the 4872 hours following hospital discharge. In about 80% of cases, the problem was failure to pick up discharge medications. Multivariable analyses showed adults 3549 years old; women; patients with Medicare HMO insurance, Medicaid, or no coverage (self‐pay); adults with high severity of illness rating; and those prescribed more than 5 medications or an inhaler had significantly greater odds of prescription‐related issues. Other factors were protective including age 65 or older; HMO or commercial insurance; prescription of antibiotics, anticoagulants, or angiotensin II receptor blockers; and major diagnosis in the skin or musculoskeletal category.

Among all the groups studied, patients with Medicaid or no insurance had the highest frequency of problems filling and taking discharge medications (12.6% and 11.9%, respectively). This was likely related to their having less prescription drug coverage or experiencing other financial constraints. In previous studies, patients have expressed concern over the rising cost of medications and have admitted to not filling prescriptions or stretching out the use of medications to make them last longer because of high out‐of‐pocket costs.5, 16 Prescriptions given at hospital discharge may pose a significant unexpected expense for patients who have a fixed monthly income, rely on samples from outpatient physicians for their medications, or need time to research cost‐saving measures such as discount plans. Greater attention by physicians to knowing the cost of discharge medications, to prescribing only those drugs that are truly necessary, and to discussing cost‐saving strategies with patients may help to minimize financial concerns and improve the ability of patients to fill discharge prescriptions.17

The finding that polypharmacy is associated with greater odds of prescription‐related issues is consistent with research that found that other medication problems such as adverse drug events and nonadherence were more prevalent among patients prescribed more than 5 medications.5, 14 Polypharmacy may have contributed to prescription‐related difficulties in this study by increasing medication costs or by increasing the chance that patients had a problem with at least 1 medication.

The higher frequency of prescription‐related issues among patients prescribed inhalers indicates that this category of medication may be associated with lower fill rates or greater confusion after discharge. This would be concerning, given that repeat exacerbations of obstructive lung disease may lead to rehospitalization. Other medications, including anticoagulants and antibiotics, were associated with a lower frequency of problems. This may have been the result of better education at discharge about the importance of promptly filling prescriptions for these agents in order to avoid a lapse in therapy following acute treatment for thromboembolic disorders or acute infections. It is hoped that a similar educational effort about filling prescriptions for inhalers also would have occurred. These effects have not been noted in prior research and require further substantiation.11, 14 Also, the observed relationships may be related to the size of the data set and the number of variables considered, rather than to a true effect.

The main strength of this study was that the data from which conclusions were drawn came from a large and geographically diverse patient population. However, the study also had several limitations. First, the response rate was relatively low, primarily because this study was a retrospective analysis performed using data collected for clinical and administrative reasons. Patient contact number was missing or incorrect in 16% of cases. Also, because of the narrow window of time during which the survey was administered, the call center, which was following up an average of 370 discharged patients per day, was only able to make 1 or 2 attempts to reach each patient. This contrasts with prospective research on postdischarge medication use such as the study by Forster and colleagues, in which the investigator made up to 20 attempts to reach patients at different times and on different days.11 Despite these efforts, the follow‐up rate was only 69%, underscoring the challenge of data collection in this setting.

The low response rate raises the possibility that the estimated prevalence of prescription‐related issues may be inaccurate. Although highly unlikely, if all the nonresponders had problems with their prescriptions, the true event rate would be 69.9%. Conversely, if none of the nonresponders had problems, the true event rate would be 2.3%. Given the characteristics of responders and nonresponders, however, we expect that a higher survey completion rate would have yielded similar results. Nonresponders had certain characteristics that would be expected to be associated with a higher frequency of prescription‐related issues (younger age, uninsured, covered by Medicaid), but these were balanced by others that would be expected to be associated with a lower frequency of problems (higher percentage of men, lower severity of illness, fewer medications).

Another study limitation concerns the self‐reported nature of the composite outcome variable. After reviewing the structure of the call center data, we chose this composite measure because it conceptually represented difficulties in obtaining or taking prescribed discharge medications. When we analyzed results using only the most prevalent component of this composite variable, the results were similar. However, all these findings could have been influenced by social desirability bias. Patients may have underreported not filling their discharge prescriptions and also may not acknowledged difficulties in understanding how to take the medications. We would therefore expect the true prevalence of prescription‐related concerns after hospital discharge to be higher than that found in this study.

These limitations notwithstanding, the findings from this large, multicenter study show that prescription‐related issues are common after hospital discharge and, further, that they usually take the form of not filling discharge prescriptions. The highest‐risk patients appear to be those without insurance and those covered by Medicaid or Medicare HMOs, as well as adults age 3549, patients prescribed 6 or more medications, and patients with a higher severity of illness. When preparing patients to leave the hospital, physicians and other health care providers should strive to identify financial, behavioral, and other barriers to proper medication use so that appropriate assistance or counseling may be offered prior to discharge.18, 19 Close follow‐up of patients by telephone may also be a helpful approach to promptly identifying prescription‐related issues and other problems so that providers can intervene before more serious complications arise.

References
  1. Coleman EA,Berenson RA.Lost in transition: challenges and opportunities for improving the quality of transitional care.Ann Intern Med.2004;141:533536.
  2. Calkins DR,Davis RB,Reiley P, et al.Patient‐physician communication at hospital discharge and patients' understanding of the postdischarge treatment plan.Arch Intern Med.1997;157:10261030.
  3. Makaryus AN,Friedman EA.Patients' understanding of their treatment plans and diagnosis at discharge.Mayo Clin Proc2005;80:991994.
  4. Gray SL,Mahoney JE,Blough DK.Medication adherence in elderly patients receiving home health services following hospital discharge.Ann Pharmacother.2001;35:539545.
  5. Stewart S,Pearson S.Uncovering a multitude of sins: medication management in the home post acute hospitalisation among the chronically ill.Aust N Z J Med.1999;29(2):220227.
  6. Ho PM,Spertus JA,Masoudi FA, et al.Impact of medication therapy discontinuation on mortality after myocardial infarction.Arch Intern Med.2006;166:18421847.
  7. Smith JD,Coleman EA,Min SJ.A new tool for identifying discrepancies in postacute medications for community‐dwelling older adults.Am J Geriatr Pharmacother.2004;2(2):141147.
  8. Coleman EA,Smith JD,Raha D,Min SJ.Posthospital medication discrepancies: prevalence and contributing factors.Arch Intern Med.2005;165:18421847.
  9. Schnipper JL,Kirwin JL,Cotugno MC, et al.Role of pharmacist counseling in preventing adverse drug events after hospitalization.Arch Intern Med.2006;166:565571.
  10. Forster AJ,Clark HD,Menard A, et al.Adverse events among medical patients after discharge from hospital.Can Med Assoc J.2004;170:345349.
  11. Forster AJ,Murff HJ,Peterson JF,Gandhi TK,Bates DW.The incidence and severity of adverse events affecting patients after discharge from the hospital.Ann Intern Med.2003;138:161167.
  12. Forster AJ,Murff HJ,Peterson JF,Gandhi TK,Bates DW.Adverse drug events occurring following hospital discharge.J Gen Intern Med.2005;20:317323.
  13. Moore C,Wisnivesky J,Williams S,McGinn T.Medical errors related to discontinuity of care from an inpatient to an outpatient setting.J Gen Intern Med2003;18:646651.
  14. Gandhi TK,Weingart SN,Borus J, et al.Adverse drug events in ambulatory care.N Engl J Med.2003;348:15561564.
  15. MA Coalition for the Prevention of Medical Errors. Reconciling medications. Recommended practices. Available at: http://www.macoalition.org/documents/RecMedPractices.pdf. Accessed July 27,2005.
  16. Piette JD,Heisler M,Wagner TH.Cost‐related medication underuse: do patients with chronic illnesses tell their doctors?Arch Intern Med.2004;164:17491755.
  17. Tarn DM,Paterniti DA,Heritage J,Hays RD,Kravitz RL,Wenger NS.Physician communication about the cost and acquisition of newly prescribed medications.Am J Manag Care.2006;12:657664.
  18. Alibhai SMH,Han RK,Naglie G.Medication education of acutely hospitalized older patients.J Gen Intern Med.1999;14:610616.
  19. Coleman EA,Mahoney E,Parry C.Assessing the quality of preparation for posthospital care from the patient's perspective: the care transitions measure.Med Care.2005;43:246255.
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Legacy Keywords
hospital discharge, medication use
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The period immediately following hospital discharge is a vulnerable time for patients, who must assume responsibilities for their own care as they return home.1 The process of hospital discharge may be a rushed event, and patients often have difficulty understanding and following their postdischarge treatment plan.2, 3 Medication‐related problems after hospital discharge, which include patients not filling or refilling prescriptions,46 not understanding how to take medications,2, 3 showing discrepancies between what they are and what they should be taking,79 and having adverse drug events,1012 are a major cause of morbidity and mortality.13

According to prior studies, elderly patients and patients taking more than 5 medications are more likely to experience problems with their medications.5, 14 Adverse drug events are more common with certain high‐risk drugs, including cardiovascular agents, anticoagulants, insulin, antibiotics, and steroids.11, 14, 15 Beyond this, however, patient management of prescription medications after hospital discharge has not been well described. In particular, studies in the community setting and in the immediate postdischarge period are needed.

We conducted a large observational study of patients at 170 community hospitals in order to examine the frequency of prescription‐related issues 4872 hours after hospital discharge. These issues included problems with filling or taking medications prescribed at discharge. We hypothesized that age and number of medications would be independently associated with prescription‐related problems. We also examined the effects of other factors, including insurance type, length of stay, severity of illness (SOI), clinical diagnosis, and use of certain high‐risk drugs.

METHODS

Setting and Population

Information for the present analysis consisted of deidentified clinical, administrative, and survey data provided by a national hospitalist management group, IPCThe Hospitalist Company. At the time of the study, IPC employed more than 300 physicians working at 170 community hospitals in 18 regions across the United States. As part of their daily patient management, physicians entered clinical and administrative data into a proprietary Web‐based program. At discharge, physicians completed discharge summaries in the same program. These summaries were faxed to the outpatient physicians scheduled to see the patients and were transmitted electronically to a call center. The call center attempted to contact all patients at home to assess their clinical status and satisfaction and to assist with any postdischarge needs. The call center staff made up to 2 attempts to reach each patient by telephone within 3 days of discharge. Patients who were reached were interviewed using a scripted survey. Any identified medical needs were addressed in a separate follow‐up call by a nurse.

Patients were included in this analysis if they were at least 18 years old, were treated by an IPC hospitalist, had been discharged between January 1, 2005, and December 31, 2005, and were successfully surveyed by telephone 4872 hours after hospital discharge. If patients had more than 1 discharge during the study period, only the first survey and its corresponding hospital stay were included. The analytic plan was approved by the Emory University Institutional Review Board.

Data Collection

Hospitalists recorded the age, sex, and insurance coverage of each hospitalized patient and noted the discharge diagnoses and medications on the discharge summary. Primary diagnosis and length of stay were determined from hospitalist billing data, which were entered daily into the Web‐based program. Each patient's severity of illness was classified as minor, moderate, major, or extreme using a commercially available program (3M Health Information Systems) that considered patient age, primary diagnosis, diagnosis‐related group (DRG), and nonoperating room procedures.

A common patient identifier code linked these data with patient‐reported information obtained from the call center. Patients indicated whether they picked up their prescribed medications and if they had any trouble understanding how to take their medications. For the present analysis, patients were considered to have a prescription‐related issue if they had problems filling or taking medications prescribed at discharge, a composite variable defined as including not picking up discharge medications, not knowing whether discharge medications had been picked up, not taking discharge medications, or not understanding how to take discharge medications.

Statistical Analysis

Initial analyses included construction of frequency tables to estimate the distribution of prescription‐related issues across patient demographic characteristics, insurance type, clinical diagnosis, and number of medications, as well as among users of certain high‐risk classes of medication. Some continuous variables, such as age and number of medications, were categorized (age into clinically relevant categories, number of medications into tertiles). Separate variables were created for clinical diagnoses by mapping DRGs to 26 major diagnostic categories (MDCs) so that comparisons could be made based on the frequency of prescription‐related issues for those with a primary diagnosis pertaining to a particular organ system versus those with a primary diagnosis outside that organ system. The 10 most common MDCs were circulatory, digestive, respiratory, nervous, skin‐subcutaneous‐breast, kidney‐urinary, musculoskeletal‐connective, hepatobiliary‐pancreas, endocrine‐nutrition‐metabolic, and infectious. The categories of the severity of illness variable were reduced to 3 by combining major and extreme because there were so few in the extreme category.

Unadjusted odds ratios were calculated based on a logistic regression model relating any prescription‐related issues to each possible covariate 1 at a time (ie, not adjusted for any of the other covariates). Adjusted odds ratios were obtained through stepwise building of a logistic regression model. Initially, all possible covariates were entered into the model, and the model was then reduced using Wald test results to assess the significance of dropped parameters. All analyses were conducted using SAS version 9.1 (Cary, NC) and a significance level of 0.05.

RESULTS

In 2005, there were 104,506 eligible adult hospital discharges, corresponding to 96,179 patients. Excluding discharged patients who could not be contacted by the call center or who refused to complete the survey (n = 67,084), multiple surveys of the same patient (n = 3156), and surveys with insufficient data to determine whether there were prescription‐related issues (n = 3067) left 31,199 patients available for analysis (effective response rate 32.4%).

More than half the participants (57.0%) were women, and the mean age was 61.1 years (SD 17.8 years). The median number of discharge medications was 4 (range 128). The most frequently prescribed drugs were antibiotics and analgesics, followed by several cardiovascular drug classes (Table 1). About 60% of the primary diagnoses were of circulatory, digestive, and respiratory disorders (Table 1). Compared with nonparticipants, the study sample was more likely to be female, older, and covered by Medicare. Study patients also had greater comorbidity, as indicated by greater severity of illness rating and number of discharge medications.

Patient Characteristics
CharacteristicStudy sample (n = 31,199)Excluded patients (n = 65,060)
  • Percentages are of totals for available data. Data were missing from some study patients for sex (n = 574), severity of illness (n = 282), and major diagnostic category (n = 183). Data were missing from nonstudy patients for sex (n = 1,289), severity of illness (n = 729), and major diagnostic category (n = 493).

Age (years), n (%)  
342712 (8.7%)9064 (13.9%)
35495645 (18.1%)16,327 (25.1%)
50648359 (26.8%)17,583 (27.0%)
65799192 (29.5%)13,660 (21.0%)
805291 (17.0%)8426 (13.0%)
Sex, n (% female)17,450 (57.0%)34,298 (52.7%)
Insurance type, n (%)  
Medicare12,455 (39.9%)21,255 (32.7%)
Medicare HMO966 (3.1%)1462 (2.2%)
HMO (non‐Medicare)11,076 (35.5%)22,666 (34.8%)
Medicaid1599 (5.1%)4315 (6.6%)
Self‐pay/uninsured2151 (6.9%)7717 (11.9%)
Commercial2952 (9.5%)7645 (11.8%)
Severity of illness, n (%)  
Minor12,097 (39.1%)27,958 (43.6%)
Moderate14,800 (47.9%)29,020 (45.1%)
Major/extreme4020 (13.0%)7353 (11.4%)
Length of stay (days), mean (SD)3.9 (3.9)3.6 (4.0)
Discharge medications, n (%)  
128100 (26.0%)22,060 (33.9%)
3513,299 (42.6%)26,654 (41.0%)
69800 (31.4%)16,346 (25.1%)
Medication class, n (%)  
Antibiotics9927 (31.8%)17,721 (27.2%)
Analgesics9153 (29.3%)18,660 (28.7%)
Beta‐blockers8398 (26.9%)14,733 (22.6%)
Aspirin7028 (22.5%)13,040 (20.0%)
ACE inhibitors6493 (20.8%)11,640 (17.9%)
Lipid‐lowering agents5661 (18.1%)9421 (14.5%)
Diuretics5100 (16.3%)8393 (12.9%)
Inhalers4352 (13.9%)7297 (11.2%)
Oral hypoglycemics3705 (11.9%)6819 (10.5%)
Steroids3521 (11.3%)6056 (9.3%)
Anticoagulants3152 (10.1%)4820 (7.4%)
Insulins2236 (7.2%)4589 (7.1%)
Angiotensin II receptor blockers2034 (6.5%)3285 (5.0%)
Major diagnostic category, n (%)  
Circulatory7971 (25.7%)16,963 (26.3%)
Digestive4990 (16.1%)10,211 (15.8%)
Respiratory4955 (16.0%)8482 (13.1%)
Nervous2469 (8.0%)5505 (8.5%)
Skin‐subcutaneous‐breast1738 (5.6%)3664 (5.7%)
Renal1610 (5.2%)3216 (5.0%)
Musculoskeletal‐connective1357 (4.4%)2592 (4.0%)
Hepatobiliary‐pancreas1273 (4.1%)2844 (4.4%)
Endocrine‐nutrition‐metabolic1195 (3.9%)2666 (4.1%)
Infectious771 (2.5%)1429 (2.2%)

Overall, 7.2% of patients (n = 2253) had prescription‐related issues 4872 hours after hospital discharge. This included not picking up prescribed discharge medications (n = 1797, or 79.8% of issues), not knowing if they were picked up (n = 55 or 2.4%), and admitting to not taking (n = 154, or 6.8%) or not understanding how to take (n = 247, or 11%) medications.

In unadjusted analyses, prescription‐related issues were significantly associated with age, sex, insurance type, severity of illness rating, length of stay, number of discharge medications, certain medication types, and major diagnostic category (Table 2). Except for the youngest patients (age < 35 years), having prescription‐related issues appeared to be inversely related to patient age. Adults 3549 years old had the highest frequency of problems filling or taking medications (9.3%), whereas patients 80 years or older had the lowest frequency (5.6%). Analysis by insurance status showed that patients with Medicaid (12.6%) or self‐pay/uninsured status (11.9%) had significantly higher rates of prescription issues and patients with non‐Medicare HMO or commercial insurance had significantly lower rates (6.1% and 4.9%, respectively). Being prescribed at least 6 medications or taking ACE inhibitors, inhalers, oral hypoglycemics, or insulins was also associated with a higher frequency of prescription‐related problems in unadjusted analyses. Patients prescribed antibiotics or anticoagulants were less likely to report problems in unadjusted analyses.

Frequency and Odds of Prescription‐Related Issues after Hospital Discharge by Patient and Regimen Characteristics
CharacteristicPrescription‐related issues, n (%)Unadjusted OR (95% CI)P value
  • Data were missing from some patients for sex (n = 574), severity of illness (n = 282), and major diagnostic category (n = 183).

Age  < .0001
34195 (7.2%)  
3549523 (9.3%)1.32 (1.111.56) 
5064646 (7.7%)1.08 (0.921.28) 
6579592 (6.4%)0.89 (0.751.05) 
80297 (5.6%)0.77 (0.640.93) 
Sex  .035
Male906 (6.9%)  
Female1310 (7.5%)1.10 (1.011.20) 
Insurance type < .0001 
Medicare891 (7.2%)  
Medicare HMO86 (8.9%)1.27 (1.011.60) 
HMO (non‐Medicare)674 (6.1%)0.84 (0.760.93) 
Medicaid201 (12.6%)1.87 (1.592.20) 
Self‐pay/uninsured256 (11.9%)1.75 (1.512.03) 
Commercial145 (4.9%)0.66 (0.550.79) 
Severity of illness  .0007
Minor794 (6.6%)  
Moderate1107 (7.5%)1.15 (1.051.27) 
Major/extreme328 (8.2%)1.27 (1.111.45) 
Length of stay (days) 1.01 (1.001.02).014
Discharge medications  < .0001
12526 (6.5%)  
35928 (7.0%)1.08 (0.971.21) 
6799 (8.2%)1.28 (1.141.43) 
Medication class   
Antibiotics639 (6.4%)0.84 (0.760.92).0003
Analgesics656 (7.2%)0.99 (0.901.09).8
Beta‐blockers608 (7.2%)1.00 (0.911.11).9
Aspirin539 (7.7%)1.09 (0.981.20).1
ACE inhibitors520 (8.0%)1.15 (1.041.28).006
Lipid‐lowering agents438 (7.7%)1.10 (0.981.22).1
Diuretics370 (7.3%)1.00 (0.901.13).9
Inhalers373 (8.6%)1.25 (1.111.40).0002
Oral hypoglycemics295 (8.0%)1.23 (0.991.28).06
Steroids261 (7.4%)1.03 (0.901.18).64
Anticoagulants189 (6.0%)0.80 (0.690.94).005
Insulins210 (9.4%)1.37 (1.181.59)< .0001
Angiotensin II receptor blockers126 (6.2%)0.84 (0.701.01).06
Major diagnostic category   
Circulatory619 (7.8%)1.12 (1.011.23).025
Digestive398 (8.0%)1.14 (1.021.28).02
Respiratory354 (7.1%)0.99 (0.881.11).86
Nervous188 (7.6%)1.07 (0.911.25).41
Skin‐subcutaneous‐breast71 (4.1%)0.53 (0.420.68)< .0001
Renal98 (6.1%)0.83 (0.671.02).075
Musculoskeletal‐connective74 (5.5%)0.73 (0.580.93).01
Hepatobiliary‐pancreas105 (8.3%)1.17 (0.951.43).14
Endocrine‐nutrition‐metabolic93 (7.8%)1.09 (0.881.35).43
Infectious45 (5.8%)0.79 (0.591.08).14

In multivariable models, age, sex, insurance type, severity of illness, number of medications, and certain medication types were independently associated with prescription‐related issues after discharge (Table 3). Seniors reported significantly fewer problems than the youngest patients (6579 years, OR 0.69; 80 years, OR 0.59). Those with Medicare HMOs, Medicaid, or no insurance had more difficulty obtaining and taking prescription medications (OR 1.29, 1.33, and 1.31, respectively), whereas patients with HMO or commercial insurance plans had less difficulty (OR 0.68 and 0.51, respectively). Prescription‐related problems were also more common among women (OR 1.11), patients with higher severity of illness (moderate SOI, OR 1.12; major/extreme SOI, OR 1.23), and those with 6 or more discharge medications (OR 1.35). In adjusted analyses, inhalers were the only type of medication associated with a significantly higher frequency of problems (OR 1.14).

Adjusted Odds of Prescription‐Related Issues after Hospital Discharge by Patient and Regimen Characteristics, Reduced Model
CharacteristicAdjusted OR (95% CI)P value
  • n = 30,341. Patients with incomplete data were excluded from model.

Age < .0001
34  
35491.27 (1.071.51) 
50641.02 (0.861.21) 
65790.69 (0.570.84) 
800.59 (0.480.73) 
Sex .03
Male  
Female1.11 (1.011.21) 
Insurance type < .0001
Medicare  
Medicare HMO1.29 (1.021.63) 
HMO (non‐Medicare)0.68 (0.600.76) 
Medicaid1.33 (1.111.60) 
Self‐pay/uninsured1.31 (1.101.56) 
Commercial0.51 (0.420.62) 
Severity of illness .008
Minor  
Moderate1.12 (1.021.24) 
Major/extreme1.23 (1.071.42) 
Discharge medications < .0001
12  
351.11 (0.991.24) 
61.35 (1.191.54) 
Medication class  
Antibiotic0.78 (0.710.86)< .0001
Inhalers1.14 (1.011.29).04
Anticoagulants0.81 (0.690.95).009
Angiotensin II receptor blockers0.81 (0.670.98).03
Major diagnostic category  
Skin‐subcutaneous‐breast0.52 (0.410.67)< .0001
Musculoskeletal‐connective0.74 (0.580.94).01

Analyses were repeated using only failure to pick up medications as the dependent variable, and results were similar (not shown).

DISCUSSION

In this large multicenter study, 7.2% of patients reported problems obtaining or taking prescribed medications in the 4872 hours following hospital discharge. In about 80% of cases, the problem was failure to pick up discharge medications. Multivariable analyses showed adults 3549 years old; women; patients with Medicare HMO insurance, Medicaid, or no coverage (self‐pay); adults with high severity of illness rating; and those prescribed more than 5 medications or an inhaler had significantly greater odds of prescription‐related issues. Other factors were protective including age 65 or older; HMO or commercial insurance; prescription of antibiotics, anticoagulants, or angiotensin II receptor blockers; and major diagnosis in the skin or musculoskeletal category.

Among all the groups studied, patients with Medicaid or no insurance had the highest frequency of problems filling and taking discharge medications (12.6% and 11.9%, respectively). This was likely related to their having less prescription drug coverage or experiencing other financial constraints. In previous studies, patients have expressed concern over the rising cost of medications and have admitted to not filling prescriptions or stretching out the use of medications to make them last longer because of high out‐of‐pocket costs.5, 16 Prescriptions given at hospital discharge may pose a significant unexpected expense for patients who have a fixed monthly income, rely on samples from outpatient physicians for their medications, or need time to research cost‐saving measures such as discount plans. Greater attention by physicians to knowing the cost of discharge medications, to prescribing only those drugs that are truly necessary, and to discussing cost‐saving strategies with patients may help to minimize financial concerns and improve the ability of patients to fill discharge prescriptions.17

The finding that polypharmacy is associated with greater odds of prescription‐related issues is consistent with research that found that other medication problems such as adverse drug events and nonadherence were more prevalent among patients prescribed more than 5 medications.5, 14 Polypharmacy may have contributed to prescription‐related difficulties in this study by increasing medication costs or by increasing the chance that patients had a problem with at least 1 medication.

The higher frequency of prescription‐related issues among patients prescribed inhalers indicates that this category of medication may be associated with lower fill rates or greater confusion after discharge. This would be concerning, given that repeat exacerbations of obstructive lung disease may lead to rehospitalization. Other medications, including anticoagulants and antibiotics, were associated with a lower frequency of problems. This may have been the result of better education at discharge about the importance of promptly filling prescriptions for these agents in order to avoid a lapse in therapy following acute treatment for thromboembolic disorders or acute infections. It is hoped that a similar educational effort about filling prescriptions for inhalers also would have occurred. These effects have not been noted in prior research and require further substantiation.11, 14 Also, the observed relationships may be related to the size of the data set and the number of variables considered, rather than to a true effect.

The main strength of this study was that the data from which conclusions were drawn came from a large and geographically diverse patient population. However, the study also had several limitations. First, the response rate was relatively low, primarily because this study was a retrospective analysis performed using data collected for clinical and administrative reasons. Patient contact number was missing or incorrect in 16% of cases. Also, because of the narrow window of time during which the survey was administered, the call center, which was following up an average of 370 discharged patients per day, was only able to make 1 or 2 attempts to reach each patient. This contrasts with prospective research on postdischarge medication use such as the study by Forster and colleagues, in which the investigator made up to 20 attempts to reach patients at different times and on different days.11 Despite these efforts, the follow‐up rate was only 69%, underscoring the challenge of data collection in this setting.

The low response rate raises the possibility that the estimated prevalence of prescription‐related issues may be inaccurate. Although highly unlikely, if all the nonresponders had problems with their prescriptions, the true event rate would be 69.9%. Conversely, if none of the nonresponders had problems, the true event rate would be 2.3%. Given the characteristics of responders and nonresponders, however, we expect that a higher survey completion rate would have yielded similar results. Nonresponders had certain characteristics that would be expected to be associated with a higher frequency of prescription‐related issues (younger age, uninsured, covered by Medicaid), but these were balanced by others that would be expected to be associated with a lower frequency of problems (higher percentage of men, lower severity of illness, fewer medications).

Another study limitation concerns the self‐reported nature of the composite outcome variable. After reviewing the structure of the call center data, we chose this composite measure because it conceptually represented difficulties in obtaining or taking prescribed discharge medications. When we analyzed results using only the most prevalent component of this composite variable, the results were similar. However, all these findings could have been influenced by social desirability bias. Patients may have underreported not filling their discharge prescriptions and also may not acknowledged difficulties in understanding how to take the medications. We would therefore expect the true prevalence of prescription‐related concerns after hospital discharge to be higher than that found in this study.

These limitations notwithstanding, the findings from this large, multicenter study show that prescription‐related issues are common after hospital discharge and, further, that they usually take the form of not filling discharge prescriptions. The highest‐risk patients appear to be those without insurance and those covered by Medicaid or Medicare HMOs, as well as adults age 3549, patients prescribed 6 or more medications, and patients with a higher severity of illness. When preparing patients to leave the hospital, physicians and other health care providers should strive to identify financial, behavioral, and other barriers to proper medication use so that appropriate assistance or counseling may be offered prior to discharge.18, 19 Close follow‐up of patients by telephone may also be a helpful approach to promptly identifying prescription‐related issues and other problems so that providers can intervene before more serious complications arise.

The period immediately following hospital discharge is a vulnerable time for patients, who must assume responsibilities for their own care as they return home.1 The process of hospital discharge may be a rushed event, and patients often have difficulty understanding and following their postdischarge treatment plan.2, 3 Medication‐related problems after hospital discharge, which include patients not filling or refilling prescriptions,46 not understanding how to take medications,2, 3 showing discrepancies between what they are and what they should be taking,79 and having adverse drug events,1012 are a major cause of morbidity and mortality.13

According to prior studies, elderly patients and patients taking more than 5 medications are more likely to experience problems with their medications.5, 14 Adverse drug events are more common with certain high‐risk drugs, including cardiovascular agents, anticoagulants, insulin, antibiotics, and steroids.11, 14, 15 Beyond this, however, patient management of prescription medications after hospital discharge has not been well described. In particular, studies in the community setting and in the immediate postdischarge period are needed.

We conducted a large observational study of patients at 170 community hospitals in order to examine the frequency of prescription‐related issues 4872 hours after hospital discharge. These issues included problems with filling or taking medications prescribed at discharge. We hypothesized that age and number of medications would be independently associated with prescription‐related problems. We also examined the effects of other factors, including insurance type, length of stay, severity of illness (SOI), clinical diagnosis, and use of certain high‐risk drugs.

METHODS

Setting and Population

Information for the present analysis consisted of deidentified clinical, administrative, and survey data provided by a national hospitalist management group, IPCThe Hospitalist Company. At the time of the study, IPC employed more than 300 physicians working at 170 community hospitals in 18 regions across the United States. As part of their daily patient management, physicians entered clinical and administrative data into a proprietary Web‐based program. At discharge, physicians completed discharge summaries in the same program. These summaries were faxed to the outpatient physicians scheduled to see the patients and were transmitted electronically to a call center. The call center attempted to contact all patients at home to assess their clinical status and satisfaction and to assist with any postdischarge needs. The call center staff made up to 2 attempts to reach each patient by telephone within 3 days of discharge. Patients who were reached were interviewed using a scripted survey. Any identified medical needs were addressed in a separate follow‐up call by a nurse.

Patients were included in this analysis if they were at least 18 years old, were treated by an IPC hospitalist, had been discharged between January 1, 2005, and December 31, 2005, and were successfully surveyed by telephone 4872 hours after hospital discharge. If patients had more than 1 discharge during the study period, only the first survey and its corresponding hospital stay were included. The analytic plan was approved by the Emory University Institutional Review Board.

Data Collection

Hospitalists recorded the age, sex, and insurance coverage of each hospitalized patient and noted the discharge diagnoses and medications on the discharge summary. Primary diagnosis and length of stay were determined from hospitalist billing data, which were entered daily into the Web‐based program. Each patient's severity of illness was classified as minor, moderate, major, or extreme using a commercially available program (3M Health Information Systems) that considered patient age, primary diagnosis, diagnosis‐related group (DRG), and nonoperating room procedures.

A common patient identifier code linked these data with patient‐reported information obtained from the call center. Patients indicated whether they picked up their prescribed medications and if they had any trouble understanding how to take their medications. For the present analysis, patients were considered to have a prescription‐related issue if they had problems filling or taking medications prescribed at discharge, a composite variable defined as including not picking up discharge medications, not knowing whether discharge medications had been picked up, not taking discharge medications, or not understanding how to take discharge medications.

Statistical Analysis

Initial analyses included construction of frequency tables to estimate the distribution of prescription‐related issues across patient demographic characteristics, insurance type, clinical diagnosis, and number of medications, as well as among users of certain high‐risk classes of medication. Some continuous variables, such as age and number of medications, were categorized (age into clinically relevant categories, number of medications into tertiles). Separate variables were created for clinical diagnoses by mapping DRGs to 26 major diagnostic categories (MDCs) so that comparisons could be made based on the frequency of prescription‐related issues for those with a primary diagnosis pertaining to a particular organ system versus those with a primary diagnosis outside that organ system. The 10 most common MDCs were circulatory, digestive, respiratory, nervous, skin‐subcutaneous‐breast, kidney‐urinary, musculoskeletal‐connective, hepatobiliary‐pancreas, endocrine‐nutrition‐metabolic, and infectious. The categories of the severity of illness variable were reduced to 3 by combining major and extreme because there were so few in the extreme category.

Unadjusted odds ratios were calculated based on a logistic regression model relating any prescription‐related issues to each possible covariate 1 at a time (ie, not adjusted for any of the other covariates). Adjusted odds ratios were obtained through stepwise building of a logistic regression model. Initially, all possible covariates were entered into the model, and the model was then reduced using Wald test results to assess the significance of dropped parameters. All analyses were conducted using SAS version 9.1 (Cary, NC) and a significance level of 0.05.

RESULTS

In 2005, there were 104,506 eligible adult hospital discharges, corresponding to 96,179 patients. Excluding discharged patients who could not be contacted by the call center or who refused to complete the survey (n = 67,084), multiple surveys of the same patient (n = 3156), and surveys with insufficient data to determine whether there were prescription‐related issues (n = 3067) left 31,199 patients available for analysis (effective response rate 32.4%).

More than half the participants (57.0%) were women, and the mean age was 61.1 years (SD 17.8 years). The median number of discharge medications was 4 (range 128). The most frequently prescribed drugs were antibiotics and analgesics, followed by several cardiovascular drug classes (Table 1). About 60% of the primary diagnoses were of circulatory, digestive, and respiratory disorders (Table 1). Compared with nonparticipants, the study sample was more likely to be female, older, and covered by Medicare. Study patients also had greater comorbidity, as indicated by greater severity of illness rating and number of discharge medications.

Patient Characteristics
CharacteristicStudy sample (n = 31,199)Excluded patients (n = 65,060)
  • Percentages are of totals for available data. Data were missing from some study patients for sex (n = 574), severity of illness (n = 282), and major diagnostic category (n = 183). Data were missing from nonstudy patients for sex (n = 1,289), severity of illness (n = 729), and major diagnostic category (n = 493).

Age (years), n (%)  
342712 (8.7%)9064 (13.9%)
35495645 (18.1%)16,327 (25.1%)
50648359 (26.8%)17,583 (27.0%)
65799192 (29.5%)13,660 (21.0%)
805291 (17.0%)8426 (13.0%)
Sex, n (% female)17,450 (57.0%)34,298 (52.7%)
Insurance type, n (%)  
Medicare12,455 (39.9%)21,255 (32.7%)
Medicare HMO966 (3.1%)1462 (2.2%)
HMO (non‐Medicare)11,076 (35.5%)22,666 (34.8%)
Medicaid1599 (5.1%)4315 (6.6%)
Self‐pay/uninsured2151 (6.9%)7717 (11.9%)
Commercial2952 (9.5%)7645 (11.8%)
Severity of illness, n (%)  
Minor12,097 (39.1%)27,958 (43.6%)
Moderate14,800 (47.9%)29,020 (45.1%)
Major/extreme4020 (13.0%)7353 (11.4%)
Length of stay (days), mean (SD)3.9 (3.9)3.6 (4.0)
Discharge medications, n (%)  
128100 (26.0%)22,060 (33.9%)
3513,299 (42.6%)26,654 (41.0%)
69800 (31.4%)16,346 (25.1%)
Medication class, n (%)  
Antibiotics9927 (31.8%)17,721 (27.2%)
Analgesics9153 (29.3%)18,660 (28.7%)
Beta‐blockers8398 (26.9%)14,733 (22.6%)
Aspirin7028 (22.5%)13,040 (20.0%)
ACE inhibitors6493 (20.8%)11,640 (17.9%)
Lipid‐lowering agents5661 (18.1%)9421 (14.5%)
Diuretics5100 (16.3%)8393 (12.9%)
Inhalers4352 (13.9%)7297 (11.2%)
Oral hypoglycemics3705 (11.9%)6819 (10.5%)
Steroids3521 (11.3%)6056 (9.3%)
Anticoagulants3152 (10.1%)4820 (7.4%)
Insulins2236 (7.2%)4589 (7.1%)
Angiotensin II receptor blockers2034 (6.5%)3285 (5.0%)
Major diagnostic category, n (%)  
Circulatory7971 (25.7%)16,963 (26.3%)
Digestive4990 (16.1%)10,211 (15.8%)
Respiratory4955 (16.0%)8482 (13.1%)
Nervous2469 (8.0%)5505 (8.5%)
Skin‐subcutaneous‐breast1738 (5.6%)3664 (5.7%)
Renal1610 (5.2%)3216 (5.0%)
Musculoskeletal‐connective1357 (4.4%)2592 (4.0%)
Hepatobiliary‐pancreas1273 (4.1%)2844 (4.4%)
Endocrine‐nutrition‐metabolic1195 (3.9%)2666 (4.1%)
Infectious771 (2.5%)1429 (2.2%)

Overall, 7.2% of patients (n = 2253) had prescription‐related issues 4872 hours after hospital discharge. This included not picking up prescribed discharge medications (n = 1797, or 79.8% of issues), not knowing if they were picked up (n = 55 or 2.4%), and admitting to not taking (n = 154, or 6.8%) or not understanding how to take (n = 247, or 11%) medications.

In unadjusted analyses, prescription‐related issues were significantly associated with age, sex, insurance type, severity of illness rating, length of stay, number of discharge medications, certain medication types, and major diagnostic category (Table 2). Except for the youngest patients (age < 35 years), having prescription‐related issues appeared to be inversely related to patient age. Adults 3549 years old had the highest frequency of problems filling or taking medications (9.3%), whereas patients 80 years or older had the lowest frequency (5.6%). Analysis by insurance status showed that patients with Medicaid (12.6%) or self‐pay/uninsured status (11.9%) had significantly higher rates of prescription issues and patients with non‐Medicare HMO or commercial insurance had significantly lower rates (6.1% and 4.9%, respectively). Being prescribed at least 6 medications or taking ACE inhibitors, inhalers, oral hypoglycemics, or insulins was also associated with a higher frequency of prescription‐related problems in unadjusted analyses. Patients prescribed antibiotics or anticoagulants were less likely to report problems in unadjusted analyses.

Frequency and Odds of Prescription‐Related Issues after Hospital Discharge by Patient and Regimen Characteristics
CharacteristicPrescription‐related issues, n (%)Unadjusted OR (95% CI)P value
  • Data were missing from some patients for sex (n = 574), severity of illness (n = 282), and major diagnostic category (n = 183).

Age  < .0001
34195 (7.2%)  
3549523 (9.3%)1.32 (1.111.56) 
5064646 (7.7%)1.08 (0.921.28) 
6579592 (6.4%)0.89 (0.751.05) 
80297 (5.6%)0.77 (0.640.93) 
Sex  .035
Male906 (6.9%)  
Female1310 (7.5%)1.10 (1.011.20) 
Insurance type < .0001 
Medicare891 (7.2%)  
Medicare HMO86 (8.9%)1.27 (1.011.60) 
HMO (non‐Medicare)674 (6.1%)0.84 (0.760.93) 
Medicaid201 (12.6%)1.87 (1.592.20) 
Self‐pay/uninsured256 (11.9%)1.75 (1.512.03) 
Commercial145 (4.9%)0.66 (0.550.79) 
Severity of illness  .0007
Minor794 (6.6%)  
Moderate1107 (7.5%)1.15 (1.051.27) 
Major/extreme328 (8.2%)1.27 (1.111.45) 
Length of stay (days) 1.01 (1.001.02).014
Discharge medications  < .0001
12526 (6.5%)  
35928 (7.0%)1.08 (0.971.21) 
6799 (8.2%)1.28 (1.141.43) 
Medication class   
Antibiotics639 (6.4%)0.84 (0.760.92).0003
Analgesics656 (7.2%)0.99 (0.901.09).8
Beta‐blockers608 (7.2%)1.00 (0.911.11).9
Aspirin539 (7.7%)1.09 (0.981.20).1
ACE inhibitors520 (8.0%)1.15 (1.041.28).006
Lipid‐lowering agents438 (7.7%)1.10 (0.981.22).1
Diuretics370 (7.3%)1.00 (0.901.13).9
Inhalers373 (8.6%)1.25 (1.111.40).0002
Oral hypoglycemics295 (8.0%)1.23 (0.991.28).06
Steroids261 (7.4%)1.03 (0.901.18).64
Anticoagulants189 (6.0%)0.80 (0.690.94).005
Insulins210 (9.4%)1.37 (1.181.59)< .0001
Angiotensin II receptor blockers126 (6.2%)0.84 (0.701.01).06
Major diagnostic category   
Circulatory619 (7.8%)1.12 (1.011.23).025
Digestive398 (8.0%)1.14 (1.021.28).02
Respiratory354 (7.1%)0.99 (0.881.11).86
Nervous188 (7.6%)1.07 (0.911.25).41
Skin‐subcutaneous‐breast71 (4.1%)0.53 (0.420.68)< .0001
Renal98 (6.1%)0.83 (0.671.02).075
Musculoskeletal‐connective74 (5.5%)0.73 (0.580.93).01
Hepatobiliary‐pancreas105 (8.3%)1.17 (0.951.43).14
Endocrine‐nutrition‐metabolic93 (7.8%)1.09 (0.881.35).43
Infectious45 (5.8%)0.79 (0.591.08).14

In multivariable models, age, sex, insurance type, severity of illness, number of medications, and certain medication types were independently associated with prescription‐related issues after discharge (Table 3). Seniors reported significantly fewer problems than the youngest patients (6579 years, OR 0.69; 80 years, OR 0.59). Those with Medicare HMOs, Medicaid, or no insurance had more difficulty obtaining and taking prescription medications (OR 1.29, 1.33, and 1.31, respectively), whereas patients with HMO or commercial insurance plans had less difficulty (OR 0.68 and 0.51, respectively). Prescription‐related problems were also more common among women (OR 1.11), patients with higher severity of illness (moderate SOI, OR 1.12; major/extreme SOI, OR 1.23), and those with 6 or more discharge medications (OR 1.35). In adjusted analyses, inhalers were the only type of medication associated with a significantly higher frequency of problems (OR 1.14).

Adjusted Odds of Prescription‐Related Issues after Hospital Discharge by Patient and Regimen Characteristics, Reduced Model
CharacteristicAdjusted OR (95% CI)P value
  • n = 30,341. Patients with incomplete data were excluded from model.

Age < .0001
34  
35491.27 (1.071.51) 
50641.02 (0.861.21) 
65790.69 (0.570.84) 
800.59 (0.480.73) 
Sex .03
Male  
Female1.11 (1.011.21) 
Insurance type < .0001
Medicare  
Medicare HMO1.29 (1.021.63) 
HMO (non‐Medicare)0.68 (0.600.76) 
Medicaid1.33 (1.111.60) 
Self‐pay/uninsured1.31 (1.101.56) 
Commercial0.51 (0.420.62) 
Severity of illness .008
Minor  
Moderate1.12 (1.021.24) 
Major/extreme1.23 (1.071.42) 
Discharge medications < .0001
12  
351.11 (0.991.24) 
61.35 (1.191.54) 
Medication class  
Antibiotic0.78 (0.710.86)< .0001
Inhalers1.14 (1.011.29).04
Anticoagulants0.81 (0.690.95).009
Angiotensin II receptor blockers0.81 (0.670.98).03
Major diagnostic category  
Skin‐subcutaneous‐breast0.52 (0.410.67)< .0001
Musculoskeletal‐connective0.74 (0.580.94).01

Analyses were repeated using only failure to pick up medications as the dependent variable, and results were similar (not shown).

DISCUSSION

In this large multicenter study, 7.2% of patients reported problems obtaining or taking prescribed medications in the 4872 hours following hospital discharge. In about 80% of cases, the problem was failure to pick up discharge medications. Multivariable analyses showed adults 3549 years old; women; patients with Medicare HMO insurance, Medicaid, or no coverage (self‐pay); adults with high severity of illness rating; and those prescribed more than 5 medications or an inhaler had significantly greater odds of prescription‐related issues. Other factors were protective including age 65 or older; HMO or commercial insurance; prescription of antibiotics, anticoagulants, or angiotensin II receptor blockers; and major diagnosis in the skin or musculoskeletal category.

Among all the groups studied, patients with Medicaid or no insurance had the highest frequency of problems filling and taking discharge medications (12.6% and 11.9%, respectively). This was likely related to their having less prescription drug coverage or experiencing other financial constraints. In previous studies, patients have expressed concern over the rising cost of medications and have admitted to not filling prescriptions or stretching out the use of medications to make them last longer because of high out‐of‐pocket costs.5, 16 Prescriptions given at hospital discharge may pose a significant unexpected expense for patients who have a fixed monthly income, rely on samples from outpatient physicians for their medications, or need time to research cost‐saving measures such as discount plans. Greater attention by physicians to knowing the cost of discharge medications, to prescribing only those drugs that are truly necessary, and to discussing cost‐saving strategies with patients may help to minimize financial concerns and improve the ability of patients to fill discharge prescriptions.17

The finding that polypharmacy is associated with greater odds of prescription‐related issues is consistent with research that found that other medication problems such as adverse drug events and nonadherence were more prevalent among patients prescribed more than 5 medications.5, 14 Polypharmacy may have contributed to prescription‐related difficulties in this study by increasing medication costs or by increasing the chance that patients had a problem with at least 1 medication.

The higher frequency of prescription‐related issues among patients prescribed inhalers indicates that this category of medication may be associated with lower fill rates or greater confusion after discharge. This would be concerning, given that repeat exacerbations of obstructive lung disease may lead to rehospitalization. Other medications, including anticoagulants and antibiotics, were associated with a lower frequency of problems. This may have been the result of better education at discharge about the importance of promptly filling prescriptions for these agents in order to avoid a lapse in therapy following acute treatment for thromboembolic disorders or acute infections. It is hoped that a similar educational effort about filling prescriptions for inhalers also would have occurred. These effects have not been noted in prior research and require further substantiation.11, 14 Also, the observed relationships may be related to the size of the data set and the number of variables considered, rather than to a true effect.

The main strength of this study was that the data from which conclusions were drawn came from a large and geographically diverse patient population. However, the study also had several limitations. First, the response rate was relatively low, primarily because this study was a retrospective analysis performed using data collected for clinical and administrative reasons. Patient contact number was missing or incorrect in 16% of cases. Also, because of the narrow window of time during which the survey was administered, the call center, which was following up an average of 370 discharged patients per day, was only able to make 1 or 2 attempts to reach each patient. This contrasts with prospective research on postdischarge medication use such as the study by Forster and colleagues, in which the investigator made up to 20 attempts to reach patients at different times and on different days.11 Despite these efforts, the follow‐up rate was only 69%, underscoring the challenge of data collection in this setting.

The low response rate raises the possibility that the estimated prevalence of prescription‐related issues may be inaccurate. Although highly unlikely, if all the nonresponders had problems with their prescriptions, the true event rate would be 69.9%. Conversely, if none of the nonresponders had problems, the true event rate would be 2.3%. Given the characteristics of responders and nonresponders, however, we expect that a higher survey completion rate would have yielded similar results. Nonresponders had certain characteristics that would be expected to be associated with a higher frequency of prescription‐related issues (younger age, uninsured, covered by Medicaid), but these were balanced by others that would be expected to be associated with a lower frequency of problems (higher percentage of men, lower severity of illness, fewer medications).

Another study limitation concerns the self‐reported nature of the composite outcome variable. After reviewing the structure of the call center data, we chose this composite measure because it conceptually represented difficulties in obtaining or taking prescribed discharge medications. When we analyzed results using only the most prevalent component of this composite variable, the results were similar. However, all these findings could have been influenced by social desirability bias. Patients may have underreported not filling their discharge prescriptions and also may not acknowledged difficulties in understanding how to take the medications. We would therefore expect the true prevalence of prescription‐related concerns after hospital discharge to be higher than that found in this study.

These limitations notwithstanding, the findings from this large, multicenter study show that prescription‐related issues are common after hospital discharge and, further, that they usually take the form of not filling discharge prescriptions. The highest‐risk patients appear to be those without insurance and those covered by Medicaid or Medicare HMOs, as well as adults age 3549, patients prescribed 6 or more medications, and patients with a higher severity of illness. When preparing patients to leave the hospital, physicians and other health care providers should strive to identify financial, behavioral, and other barriers to proper medication use so that appropriate assistance or counseling may be offered prior to discharge.18, 19 Close follow‐up of patients by telephone may also be a helpful approach to promptly identifying prescription‐related issues and other problems so that providers can intervene before more serious complications arise.

References
  1. Coleman EA,Berenson RA.Lost in transition: challenges and opportunities for improving the quality of transitional care.Ann Intern Med.2004;141:533536.
  2. Calkins DR,Davis RB,Reiley P, et al.Patient‐physician communication at hospital discharge and patients' understanding of the postdischarge treatment plan.Arch Intern Med.1997;157:10261030.
  3. Makaryus AN,Friedman EA.Patients' understanding of their treatment plans and diagnosis at discharge.Mayo Clin Proc2005;80:991994.
  4. Gray SL,Mahoney JE,Blough DK.Medication adherence in elderly patients receiving home health services following hospital discharge.Ann Pharmacother.2001;35:539545.
  5. Stewart S,Pearson S.Uncovering a multitude of sins: medication management in the home post acute hospitalisation among the chronically ill.Aust N Z J Med.1999;29(2):220227.
  6. Ho PM,Spertus JA,Masoudi FA, et al.Impact of medication therapy discontinuation on mortality after myocardial infarction.Arch Intern Med.2006;166:18421847.
  7. Smith JD,Coleman EA,Min SJ.A new tool for identifying discrepancies in postacute medications for community‐dwelling older adults.Am J Geriatr Pharmacother.2004;2(2):141147.
  8. Coleman EA,Smith JD,Raha D,Min SJ.Posthospital medication discrepancies: prevalence and contributing factors.Arch Intern Med.2005;165:18421847.
  9. Schnipper JL,Kirwin JL,Cotugno MC, et al.Role of pharmacist counseling in preventing adverse drug events after hospitalization.Arch Intern Med.2006;166:565571.
  10. Forster AJ,Clark HD,Menard A, et al.Adverse events among medical patients after discharge from hospital.Can Med Assoc J.2004;170:345349.
  11. Forster AJ,Murff HJ,Peterson JF,Gandhi TK,Bates DW.The incidence and severity of adverse events affecting patients after discharge from the hospital.Ann Intern Med.2003;138:161167.
  12. Forster AJ,Murff HJ,Peterson JF,Gandhi TK,Bates DW.Adverse drug events occurring following hospital discharge.J Gen Intern Med.2005;20:317323.
  13. Moore C,Wisnivesky J,Williams S,McGinn T.Medical errors related to discontinuity of care from an inpatient to an outpatient setting.J Gen Intern Med2003;18:646651.
  14. Gandhi TK,Weingart SN,Borus J, et al.Adverse drug events in ambulatory care.N Engl J Med.2003;348:15561564.
  15. MA Coalition for the Prevention of Medical Errors. Reconciling medications. Recommended practices. Available at: http://www.macoalition.org/documents/RecMedPractices.pdf. Accessed July 27,2005.
  16. Piette JD,Heisler M,Wagner TH.Cost‐related medication underuse: do patients with chronic illnesses tell their doctors?Arch Intern Med.2004;164:17491755.
  17. Tarn DM,Paterniti DA,Heritage J,Hays RD,Kravitz RL,Wenger NS.Physician communication about the cost and acquisition of newly prescribed medications.Am J Manag Care.2006;12:657664.
  18. Alibhai SMH,Han RK,Naglie G.Medication education of acutely hospitalized older patients.J Gen Intern Med.1999;14:610616.
  19. Coleman EA,Mahoney E,Parry C.Assessing the quality of preparation for posthospital care from the patient's perspective: the care transitions measure.Med Care.2005;43:246255.
References
  1. Coleman EA,Berenson RA.Lost in transition: challenges and opportunities for improving the quality of transitional care.Ann Intern Med.2004;141:533536.
  2. Calkins DR,Davis RB,Reiley P, et al.Patient‐physician communication at hospital discharge and patients' understanding of the postdischarge treatment plan.Arch Intern Med.1997;157:10261030.
  3. Makaryus AN,Friedman EA.Patients' understanding of their treatment plans and diagnosis at discharge.Mayo Clin Proc2005;80:991994.
  4. Gray SL,Mahoney JE,Blough DK.Medication adherence in elderly patients receiving home health services following hospital discharge.Ann Pharmacother.2001;35:539545.
  5. Stewart S,Pearson S.Uncovering a multitude of sins: medication management in the home post acute hospitalisation among the chronically ill.Aust N Z J Med.1999;29(2):220227.
  6. Ho PM,Spertus JA,Masoudi FA, et al.Impact of medication therapy discontinuation on mortality after myocardial infarction.Arch Intern Med.2006;166:18421847.
  7. Smith JD,Coleman EA,Min SJ.A new tool for identifying discrepancies in postacute medications for community‐dwelling older adults.Am J Geriatr Pharmacother.2004;2(2):141147.
  8. Coleman EA,Smith JD,Raha D,Min SJ.Posthospital medication discrepancies: prevalence and contributing factors.Arch Intern Med.2005;165:18421847.
  9. Schnipper JL,Kirwin JL,Cotugno MC, et al.Role of pharmacist counseling in preventing adverse drug events after hospitalization.Arch Intern Med.2006;166:565571.
  10. Forster AJ,Clark HD,Menard A, et al.Adverse events among medical patients after discharge from hospital.Can Med Assoc J.2004;170:345349.
  11. Forster AJ,Murff HJ,Peterson JF,Gandhi TK,Bates DW.The incidence and severity of adverse events affecting patients after discharge from the hospital.Ann Intern Med.2003;138:161167.
  12. Forster AJ,Murff HJ,Peterson JF,Gandhi TK,Bates DW.Adverse drug events occurring following hospital discharge.J Gen Intern Med.2005;20:317323.
  13. Moore C,Wisnivesky J,Williams S,McGinn T.Medical errors related to discontinuity of care from an inpatient to an outpatient setting.J Gen Intern Med2003;18:646651.
  14. Gandhi TK,Weingart SN,Borus J, et al.Adverse drug events in ambulatory care.N Engl J Med.2003;348:15561564.
  15. MA Coalition for the Prevention of Medical Errors. Reconciling medications. Recommended practices. Available at: http://www.macoalition.org/documents/RecMedPractices.pdf. Accessed July 27,2005.
  16. Piette JD,Heisler M,Wagner TH.Cost‐related medication underuse: do patients with chronic illnesses tell their doctors?Arch Intern Med.2004;164:17491755.
  17. Tarn DM,Paterniti DA,Heritage J,Hays RD,Kravitz RL,Wenger NS.Physician communication about the cost and acquisition of newly prescribed medications.Am J Manag Care.2006;12:657664.
  18. Alibhai SMH,Han RK,Naglie G.Medication education of acutely hospitalized older patients.J Gen Intern Med.1999;14:610616.
  19. Coleman EA,Mahoney E,Parry C.Assessing the quality of preparation for posthospital care from the patient's perspective: the care transitions measure.Med Care.2005;43:246255.
Issue
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Frequency and predictors of prescription‐related issues after hospital discharge
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Frequency and predictors of prescription‐related issues after hospital discharge
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Transitions of Care at Hospital Discharge

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Promoting effective transitions of care at hospital discharge: A review of key issues for hospitalists

As the counterpart to hospital admission, hospital discharge is a necessary process experienced by each living patient. For all patients except those being transferred to a continuing care facility, discharge is a period of transition from hospital to home that involves a transfer in responsibility from the inpatient provider or hospitalist to the patient and primary care physician (PCP).1 Prescription medications are commonly altered at this transition point, with patients asked to discontinue some medications, switch to a new dosage schedule of others, or begin new treatments.2, 3 Self‐care responsibilities also increase in number and importance, presenting new challenges for patients and their families as they return home.4 Under these circumstances, ineffective planning and coordination of care can undermine patient satisfaction, facilitate adverse events, and contribute to more frequent hospital readmissions.58

Following hospital discharge nearly half (49%) of hospitalized patients experience at least 1 medical error in medication continuity, diagnostic workup, or test follow‐up.7 It has been reported that 19%23% of patients suffer an adverse event, most frequently an adverse drug event (ADE).911 Half of ADEs are considered preventable or ameliorable (ie, their severity or duration could have been decreased). Most errors and adverse events in this setting result from a breakdown in communication between the hospital team and the patient or primary care physician.10

To promote more effective care transitions, The Joint Commission now requires accredited facilities to accurately and completely reconcile medications across the continuum of care.12 The Society of Hospital Medicine recently published recommendations for the discharge of elderly patients.13 The joint Society of Hospital MedicineSociety of General Internal Medicine Continuity of Care Task Force also recently published a systematic review with recommendations for improving the handoff of patient information at discharge.14 Apart from these reports, however, it is uncommon to find evidence‐based recommendations for hospital discharge applicable to a broad range of patients.15 This review highlights several important challenges for physicians who seek to provide high‐quality care during hospital discharge and the subsequent period of transition. Based on the best available evidence, recommendations are also provided for how to improve communication and facilitate the care transition for adult inpatients returning home.

INPATIENTOUTPATIENT PHYSICIAN DISCONTINUITY

Traditionally, primary care physicians have admitted their own patients, provided hospital care (in addition to seeing outpatients during the day), and followed patients after discharge. Under this model, continuity of care has been preserved; however, this method of care has faltered under the weight of inpatients and outpatients with more severe illnesses, rapid technological advancements, managed care pressuring outpatient physicians to see more patients, and a thrust toward reduced hospital costs and length of stay.16 Increases in the efficiency and quality of hospital care have accompanied a new reliance on the field of hospital medicine, while allowing PCPs to focus on outpatient care.1719 With more than 14,000 hospitalists currently practicing in the United States and 25,000 anticipated to be practicing by 2010, transfer of care from hospital‐based providers to PCPs has become increasingly common at discharge.20

Patient discharge summaries are the most common means of communication between inpatient and outpatient providers. However, numerous studies have shown that discharge summaries often fail to provide important administrative and medical information, such as the primary diagnosis, results of abnormal diagnostics, details about the hospital course, follow‐up plans, whether laboratory test results are pending, and patient or family counseling.14 Summaries also may not arrive in a timely manner and sometimes may not reach the PCP at all.2123

At the time patients first follow up with their PCPs after hospitalization, discharge summaries have not yet arrived about 75% of the time,22, 24, 25 restricting the PCPs' ability to provide adequate follow‐up care in 24% of hospital follow‐up visits, according to one study.26 In another investigation, PCPs reported being unaware of 62% of the pending test results that returned after discharge, of which 37% were considered actionable.27

Improving Physician Information Transfer and Continuity

To improve information transfer from hospitalist to PCP, attention must be paid to the content, format, and timely delivery of discharge information (Table 1).14 Surveys of primary care physicians suggest the following information should be included in discharge summaries: diagnoses, abnormal physical findings, important test results, discharge medications, follow‐up arrangements made and appointments that still need to be made, counseling provided to the patient and family, and tests still pending at discharge.24, 2833 These domains are consistent with Joint Commission guidelines for discharge summaries,34 and the inclusion of a detailed medication list and pending test results also has implications for patient safety.911, 27

Recommendations for Improve Care Transitions at Hospital Discharge
Challenge Recommended approaches
Inpatientoutpatient physician discontinuity When possible, involve the primary care physician (PCP) in discharge planning and work together to develop a follow‐up plan
At minimum, communicate the following to the PCP on the day of discharge: diagnoses, medications, results of procedures, pending tests, follow‐up arrangements, and suggested next steps
Provide the PCP with a detailed discharge summary within 1 week
In discharge summaries include: diagnoses, abnormal physical findings, important test results, discharge medications with rationale for new or changed medications, follow‐up arrangements made, counseling provided to the patient and family, and tasks to be completed (eg, appointments that still need to be made and tests that require follow‐up)
Follow a structured template with subheadings in discharge communications
When possible, use health information technology to create and disseminate discharge summaries
Changes and discrepancies in medication regimen Obtain a complete medication history by asking patients about: medications taken at different times of day; medications prescribed by different physicians; nonoral medications; over‐the‐counter products; dosage, indication, length of therapy, and timing of last dose of all drugs; allergies; and adherence
Compare and reconcile medication information obtained from patient and caregiver reports, patient lists, prescription bottles, medical records, and pharmacy records
Display preadmission medication list prominently in the chart
Reconcile medications at all care transitions, including admission, intrahospital transfer, and discharge
Communicate complete and accurate medication information to the next provider at discharge, including indications for new medications and reasons for any changes
When possible, partner with clinical pharmacists to manage medication information and reconciliation, especially for high‐risk patients
Self‐care responsibilities and social support Use multidisciplinary discharge planning teams to assess the needs of patients and their families
Arrange a specific follow‐up appointment prior to discharge
Contact patients by telephone a few days after discharge to assess questions, symptoms, and medication‐related issues
Order home health services when indicated
Consider home visits for frail elderly patients
Ineffective physicianpatient communication Focus discharge counseling on informing patients of major diagnoses, medication changes, dates of follow‐up appointments, self‐care instructions, and who to contact if problems develop
Ensure that staff members communicate consistent instructions
For high‐volume conditions, consider using audiovisual recordings for discharge education, combined with an opportunity for additional counseling and questions
Use trained interpreters when a language gap exists
Provide simply written materials that include illustrations when possible to reinforce verbal instructions
Ensure patients and family members comprehend key points by asking them to teach back the information in their own words and demonstrate any self‐care behaviors
Encourage patients and family members to ask questions through an open‐ended invitation like, What questions do you have? instead of Do you have any questions?

Because many patients follow up with their PCPs within a few days of discharge, it becomes important to provide the PCPs with some information about the hospitalization on the day of discharge. This can be accomplished via a quick telephone call, fax, or e‐mail update to the PCP.24, 35 Important things to include in this communiqu are the discharge diagnosis, medications, results of procedures, pending test results, follow‐up arrangements, and suggested next steps. Within 1 week, a detailed discharge summary should have been received.26, 33, 36 As electronic medical records become more widely available, computer‐generated summaries offer a way to more quickly and completely highlight the key elements of the hospitalization, and they are ready for delivery sooner than traditional dictated summaries.37 Additionally, all forms of discharge summariescomputer‐generated, handwritten, and dictatedshould include subheadings to better organize and present the information instead of unstructured narrative summaries.38

There is increasing interest in moving away from the traditional 1‐way transfer of information about a hospitalization toward a 2‐way dialogue between hospitalist and primary care physician.39 Preferences about how to do this will vary among physicians. One strategy might be to provide the PCP with the hospitalist's contact information and encouraging questions about the hospitalization. Another approach would involve contacting the PCP during the discharge planning process to exchange information about the patient, provide an opportunity for the PCP to ask questions about the hospitalization, and formulate a cohesive plan for follow‐up, particularly about contingency planning (ie, what is most likely to go wrong and what should be done about it) and specific follow‐up needs (ie, what tasks should be accomplished at the first postdischarge visit).

CHANGES AND DISCREPANCIES IN THE MEDICATION REGIMEN

Medication errors make up a large portion of the adverse events patients may experience in the period following hospital discharge.7 In fact, errors during the ordering of admission or discharge medications make up almost half of all hospital medication errors.4043 At transition points such as admission and discharge, errors are often associated with changes in the medication regimen, including discrepancies between the new set of medication orders and what the patient was taking previously. In 2 recent studies, 54% of patients experienced at least 1 unintended medication discrepancy on admission to the hospital, and 39%‐45% of these discrepancies were considered a potential threat to the patient.44, 45

At discharge, differences between the prescribed medication regimen and the prehospital regimen may exist for several reasons. First, physicians may not obtain a comprehensive and accurate medication history at the time of admission.46 The medication history elicited from the patient at hospital admission is often affected by health literacy, language barriers, current health status, medication‐history interviewing skills, and time constraints.47 Physicians may not consult other important sources of medication information, including family members, prescription lists or bottles, and community pharmacy records. The most common error in the admission medication history is omitting a medication taken at home.46 Additionally, several providers, including a physician, a nurse, and an inpatient pharmacist, may independently take medication histories for the same patient. These multiple accounts lead to discrepancies that are rarely recognized or corrected.

Second, a patient's medication regimen can be significantly altered several times during a hospitalization. Acute illness may cause physicians to hold certain medications, discontinue others, or change prescribed doses during hospitalization.48 In addition, at most hospitals closed drug formularies necessitate automatic substitution of 1 medication for another drug in the same class during the patient's hospital stay.49 Changes from long‐acting to short‐acting medications are also routinely made in the name of tighter control (eg, of blood pressure). One study of hospitalized elders found that 40% of all admission medications had been discontinued by discharge and that 45% of all discharge medications were newly started during the hospitalization.3

Finally, at discharge, the current medication regimen needs to be reconciled with the preadmission medication regimen in a thoughtful manner.2 This includes resuming medications held or modified at admission for clinical reasons, resuming medications that were substituted in the hospital for formulary or pharmacokinetic reasons, and stopping newly started medications that were only required during the hospitalization (eg, for prevention of venous thromboembolism or stress ulcers).50 It is difficult, even in hospitals with advanced electronic health information systems, to prompt physicians to make these necessary changes. In a recent study, unexplained discrepancies between the preadmission medication list and discharge medication orders were noted in 49% of hospital discharges.51 Errors in discharge medication reconciliation may subsequently increase the risk of postdischarge ADEs.51

Medication Reconciliation and Education

An optimal strategy for obtaining a complete medication history may include asking patients about the following: a typical day and what medications are taken at different times of day; whether prescriptions come from more than 1 doctor; medications not taken orally (eg, inhalers, patches); dosages and indications for all medications; length of therapy and timing of last dose; over‐the‐counter products, herbals, vitamins, and supplements used and vaccinations received; allergies; and number of doses missed in the last week (Table 1).5254 Forms are also available to help patients maintain a list of current medications.5557

Ideally, the process of obtaining a medication history involves integration of information from several sources, including patient and caregiver recollections, patient‐provided lists of medications, prescription bottles, outpatient medical records, and prescription refill information from community pharmacies.58, 59 Any discrepancies in the information obtained should be explicitly resolved with the patient and/or caregiver. Assistance from a pharmacist or the patient's PCP may also be required.

Once the preadmission medication regimen is confirmed, it should be entered on a standardized form and placed in a prominent place in the chart. This list should then be compared against the patient's medication orders at admission, throughout the hospital stay, and at discharge.12 The planned action for each of these medications (eg, continue at same dose/route/frequency, substitute) should be made explicit. At discharge, this preadmission list also needs to be compared with the current hospital medications in order to create a coherent set of discharge orders.

Staff responsibilities for obtaining and documenting an accurate list of preadmission medications and reconciling medications at admission, transfer, and discharge should be well defined and based on the resources available at each institution. Redundant work (eg, multiple personnel independently taking a medication history) should be replaced by interdisciplinary communication (ie, a member of the team confirming the accuracy of a list obtained by another member of the team). When discrepancies are found (eg, between preadmission and discharge medications), reconciliation requires correction of unintentional discrepancies and appropriate documentation of intentional changes.60

Because a patient's medications change frequently during the transitions of admission, intrahospital transfer, and discharge, reconciliation is an active and ongoing process that aims to ensure the patient is receiving the correct medication regimen at all times. Reconciliation also allows for a review of the safety and appropriateness of the regimen and discontinuation of any unsuitable or needless medications.61, 62

Finally, a comprehensive list of a patient's medications should be reported to the next service provider when the patient is referred or transferred to another setting, service, practitioner, or level of care within or outside the organization. Avoiding overarching orders such as continue home medications and resume all medications becomes crucial to patient safety during transitions in care. At discharge, physicians should provide patients with a complete list of medications to be taken at home with indications and instructions for administration written in everyday language. Physicians should also highlight the results of medication reconciliation by pointing out any changes from the preadmission regimen, especially medications that are at home but should no longer be taken.

Ultimately, physicians have the duty to ensure that correct and complete medication information is provided. However, to achieve optimal results, physicians should partner with clinical pharmacists when possible. Pharmacists have been formally educated about and are experienced at taking medication histories, which may make them the ideal individuals to interview newly admitted patients about their medication histories.63 Unfortunately, according to a recent survey, pharmacists perform admission drug histories in only 5% of U.S. hospitals and provide drug therapy counseling in just 49% of U.S. hospitals.64 Patients who are elderly, have limited literacy skills, take more than 5 medications daily, or take high‐risk medications such as insulin, warfarin, cardiovascular drugs (including antiarrhythmics), inhalers, antiseizure medications, eye medications, analgesics, oral hypoglycemics, oral methotrexate, and immunosuppressants may require additional counseling or pharmacist involvement for effective reconciliation.10, 65, 66

Although the evidence supporting medication reconciliation is limited, it is convincing enough to support carrying out such reconciliations. In 1 investigation, when the nursing staff obtained and pharmacists verified orders for home medications, the accuracy of admission medication orders increased from 40% to 95%.67 In another work, in which there was pharmacist‐led medication reconciliation, significant discrepancies were found in approximately 25% of patients' medication histories and admission orders.45 In the absence of pharmacist intervention, the authors predicted that 22% of the discrepancies could have caused some form of patient harm during hospitalization and that 59% of the discrepancies might have contributed to an adverse event if the error continued after discharge.45 Others report that orders were changed as a result of reconciliation for 94% of patients being transferred out of the intensive care unit.2 Finally, in a randomized controlled trial of a pharmacist intervention at discharge in which medication reconciliation was the most common action performed, after 30 days preventable ADEs were detected in 11% of control patients and 1% of intervention patients. Medication discrepancy was the cause of half the preventable ADEs in the control group.51

SELF‐CARE RESPONSIBILITIES AND SOCIAL SUPPORT

Compounding the difficulties at discharge are the economic pressures on our health care system, causing patients to be released from the hospital quicker and sicker than ever before.68 The scope of care provided to patients also undergoes a major shift at discharge. Multidisciplinary providers no longer continually review the health status and needs of patients; instead, patients must follow up with their outpatient physician over a period of days to weeks. In the interim, the patients themselves are responsible for administering new medications, participating in physical therapy, and tracking their own symptoms to see if they are worsening. For many patients, sufficient social and family support is not available to help perform these activities effectively. Unfortunately, hospital personnel often inaccurately assess patients' functional status and overestimate patients' knowledge of required self‐care activities.69

Providing Adequate Medical and Social Support

A multidisciplinary discharge planning team can facilitate proper assessments of the social needs of patients and their families (Table 1).7072 This team is often composed of a nurse case manager and a social worker but may also include a physical therapist, an occupational therapist, a pharmacist, and other health care providers. Following discussion with a patient and the patient's family, the team may suggest home health services during the transition home to supplement available medical support,73 or they may decide that discharge to a rehabilitation or skilled nursing facility is more appropriate.

In addition, follow‐up should be arranged prior to discharge. Patients who are given a set appointment are more likely to show up for their follow‐up visits than are those who are simply asked to call and arrange their own visits.74 Typically, follow‐up with the PCP should be conducted within 2 weeks of hospital discharge. However, depending on a patient's functional status, pending test results, and need for medication monitoring or follow‐up testing, this may need to take place sooner. Interestingly, research indicates that follow‐up appointments with the inpatient provider can result in a lower combined rate of readmission and 30‐day mortality.75 Thus, hospitalists may consider operating a hospitalist‐staffed follow‐up clinic, especially for patients without a regular PCP.

Telephone follow‐up conducted a few days after discharge can also be an effective means of bridging the inpatientoutpatient transition.35 Such follow‐up provides a chance to attend to any patient questions, new or concerning symptoms, and medication‐related issues (eg, not filling the discharge medications or difficulty comprehending the new medication regimen).76 A physician, physician assistant, advanced practice nurse, registered nurse, pharmacist, or care manager can effectively carry out this telephone follow‐up. No matter who telephones, the caller must be aware of the patient's recent course of events as well as the care plan decided at discharge. Published evidence indicates that telephone follow‐up fosters patient satisfaction, increases medication adherence, decreases preventable ADEs, and decreases the number of subsequent emergency room visits and hospital readmissions,51, 77, 78 although not all evaluations have demonstrated benefit.79 As with medication histories performed by pharmacists, limited resources may mean that such follow‐up be restricted to those patients at highest risk for readmission.

Home visits may be appropriate for certain patient populations, such as the frail elderly.80 Home visits enable a patient's daily needs and safety (eg, fall risk) to be assessed. They can also be a means of assessing medication safety and adherence by reviewing all prescription and over‐the‐counter products in the household.81 Close follow‐up of at‐risk or elderly patients after discharge can help to minimize hospital readmission and total health care costs.4, 8285

INEFFECTIVE PHYSICIANPATIENT COMMUNICATION

Physicianpatient communication is fundamental to the practice of medicine and is crucially important at discharge. However, several studies have demonstrated a disconnect between physician information giving and patient understanding.76, 9690 When providing instructions, physicians commonly use medical jargon and attempt to cover a wealth of information in a limited amount of time.69, 87 They also tend to rely on verbal instructions and fail to provide supplementary audiovisual materials (eg, educational handouts or videos) that could aid patient comprehension. Physicians may not point out important self‐care tasks that patients should carry out at home. The entire interaction may be rushed or seem rushed. Moreover, when physicians solicit questions from patients, they may only allow for yes/no responses by using statements like Any questions? or Do you have any questions? that make it easy for patients to simply respond, No. The encounter usually comes to an end without true confirmation of a patient's level of understanding or assessment of a patient's ability to perform the self‐care activities and medication management required on returning home.81

Adding to the challenges of effective physicianpatient communication is the large number of adult Americans (more than 90 million) who have limited functional literacy skills.91, 92 Such patients typically have difficulty reading and understanding medical instructions, medication labels, and appointment slips.9396 Not surprisingly, patients with limited literacy skills know less about their chronic illnesses and how to manage their diseases.97 Having low literacy is also linked to increased use of emergency department services, a higher risk of hospitalization, and higher health care costs.9799 Patients with limited English proficiency have similar or even greater challenges and also have longer stays in the hospital.100

More Effective PhysicianPatient Communication

Discharge counseling should concentrate on the few key points that are of the greatest interest and the most importance to patients: major diagnoses, medication changes, dates of follow‐up appointments, self‐care instructions, and who to contact if problems develop (Table 1).101 Furthermore, these key instructions should be reinforced by other hospital staff, including nurses and pharmacists. For common conditions (eg, high‐volume cardiac procedures), offering standardized audiovisual instructions can be both efficient and worthwhile if used in conjunction with questionanswer sessions.102 In the event that physicians and hospital staff cannot fluently communicate in a patient's language, it is essential to engage trained interpreters, not rely on rudimentary language skills, the patient's family, or other ad hoc ways to communicate.103

Because patients are unlikely to fully remember verbal instructions at discharge, it is helpful to provide patients and family members with written materials to take home in order to reinforce important self‐care instructions.76, 87 These materials, written at a 5th‐ to 8th‐grade reading level, should outline key information in a simple format with little or no medical jargon. Illustrated materials are often better comprehended and subsequently remembered by patients.104, 105 If preprinted illustrated materials are not on hand, then physicians can convey key points by drawing simple pictures.

Confirming patient comprehension with the teach‐back method is perhaps the most important step in effectively communicating discharge instructions.106 With this method, patients are asked to repeat back what they understand from the discharge instructions. Application of this simple technique is advocated as one of the most effective means of improving patient safety.107, 108 Patients should also be asked to demonstrate any new self‐care tasks that they will be required to carry out at home, such as using an inhaler or administering a subcutaneous injection.

Last, The Joint Commission recently created a National Patent Safety Goal to encourage the active involvement of patients and their families in the patient's own care.12 This charge requires that physicians offer ample time for patients and their family members to ask questions. Physicians should avoid questions with yes/no responses and instead invite patient and family member questions in a more open‐ended manner (eg, What questions do you have?) to help ensure comprehension and comfort with the care plan.

CONCLUSIONS

The transition from hospital to home is a vulnerable period of discontinuity and potential adverse events. Hospitalists and other inpatient providers should not view discharge as an end to their obligation to patients but rather should attempt to promote a safe and efficient transition of care. Hospitalists can play an important role in bridging the gap between inpatient and outpatient care through appropriate discharge planning and effective communication with patients, their family members, and outpatient physicians.

Acknowledgements

The authors thank Marra Katz for her editorial assistance in the preparation of this manuscript

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Journal of Hospital Medicine - 2(5)
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continuity of care, hospital discharge, care transitions, medication reconciliation, physician‐patient communication
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As the counterpart to hospital admission, hospital discharge is a necessary process experienced by each living patient. For all patients except those being transferred to a continuing care facility, discharge is a period of transition from hospital to home that involves a transfer in responsibility from the inpatient provider or hospitalist to the patient and primary care physician (PCP).1 Prescription medications are commonly altered at this transition point, with patients asked to discontinue some medications, switch to a new dosage schedule of others, or begin new treatments.2, 3 Self‐care responsibilities also increase in number and importance, presenting new challenges for patients and their families as they return home.4 Under these circumstances, ineffective planning and coordination of care can undermine patient satisfaction, facilitate adverse events, and contribute to more frequent hospital readmissions.58

Following hospital discharge nearly half (49%) of hospitalized patients experience at least 1 medical error in medication continuity, diagnostic workup, or test follow‐up.7 It has been reported that 19%23% of patients suffer an adverse event, most frequently an adverse drug event (ADE).911 Half of ADEs are considered preventable or ameliorable (ie, their severity or duration could have been decreased). Most errors and adverse events in this setting result from a breakdown in communication between the hospital team and the patient or primary care physician.10

To promote more effective care transitions, The Joint Commission now requires accredited facilities to accurately and completely reconcile medications across the continuum of care.12 The Society of Hospital Medicine recently published recommendations for the discharge of elderly patients.13 The joint Society of Hospital MedicineSociety of General Internal Medicine Continuity of Care Task Force also recently published a systematic review with recommendations for improving the handoff of patient information at discharge.14 Apart from these reports, however, it is uncommon to find evidence‐based recommendations for hospital discharge applicable to a broad range of patients.15 This review highlights several important challenges for physicians who seek to provide high‐quality care during hospital discharge and the subsequent period of transition. Based on the best available evidence, recommendations are also provided for how to improve communication and facilitate the care transition for adult inpatients returning home.

INPATIENTOUTPATIENT PHYSICIAN DISCONTINUITY

Traditionally, primary care physicians have admitted their own patients, provided hospital care (in addition to seeing outpatients during the day), and followed patients after discharge. Under this model, continuity of care has been preserved; however, this method of care has faltered under the weight of inpatients and outpatients with more severe illnesses, rapid technological advancements, managed care pressuring outpatient physicians to see more patients, and a thrust toward reduced hospital costs and length of stay.16 Increases in the efficiency and quality of hospital care have accompanied a new reliance on the field of hospital medicine, while allowing PCPs to focus on outpatient care.1719 With more than 14,000 hospitalists currently practicing in the United States and 25,000 anticipated to be practicing by 2010, transfer of care from hospital‐based providers to PCPs has become increasingly common at discharge.20

Patient discharge summaries are the most common means of communication between inpatient and outpatient providers. However, numerous studies have shown that discharge summaries often fail to provide important administrative and medical information, such as the primary diagnosis, results of abnormal diagnostics, details about the hospital course, follow‐up plans, whether laboratory test results are pending, and patient or family counseling.14 Summaries also may not arrive in a timely manner and sometimes may not reach the PCP at all.2123

At the time patients first follow up with their PCPs after hospitalization, discharge summaries have not yet arrived about 75% of the time,22, 24, 25 restricting the PCPs' ability to provide adequate follow‐up care in 24% of hospital follow‐up visits, according to one study.26 In another investigation, PCPs reported being unaware of 62% of the pending test results that returned after discharge, of which 37% were considered actionable.27

Improving Physician Information Transfer and Continuity

To improve information transfer from hospitalist to PCP, attention must be paid to the content, format, and timely delivery of discharge information (Table 1).14 Surveys of primary care physicians suggest the following information should be included in discharge summaries: diagnoses, abnormal physical findings, important test results, discharge medications, follow‐up arrangements made and appointments that still need to be made, counseling provided to the patient and family, and tests still pending at discharge.24, 2833 These domains are consistent with Joint Commission guidelines for discharge summaries,34 and the inclusion of a detailed medication list and pending test results also has implications for patient safety.911, 27

Recommendations for Improve Care Transitions at Hospital Discharge
Challenge Recommended approaches
Inpatientoutpatient physician discontinuity When possible, involve the primary care physician (PCP) in discharge planning and work together to develop a follow‐up plan
At minimum, communicate the following to the PCP on the day of discharge: diagnoses, medications, results of procedures, pending tests, follow‐up arrangements, and suggested next steps
Provide the PCP with a detailed discharge summary within 1 week
In discharge summaries include: diagnoses, abnormal physical findings, important test results, discharge medications with rationale for new or changed medications, follow‐up arrangements made, counseling provided to the patient and family, and tasks to be completed (eg, appointments that still need to be made and tests that require follow‐up)
Follow a structured template with subheadings in discharge communications
When possible, use health information technology to create and disseminate discharge summaries
Changes and discrepancies in medication regimen Obtain a complete medication history by asking patients about: medications taken at different times of day; medications prescribed by different physicians; nonoral medications; over‐the‐counter products; dosage, indication, length of therapy, and timing of last dose of all drugs; allergies; and adherence
Compare and reconcile medication information obtained from patient and caregiver reports, patient lists, prescription bottles, medical records, and pharmacy records
Display preadmission medication list prominently in the chart
Reconcile medications at all care transitions, including admission, intrahospital transfer, and discharge
Communicate complete and accurate medication information to the next provider at discharge, including indications for new medications and reasons for any changes
When possible, partner with clinical pharmacists to manage medication information and reconciliation, especially for high‐risk patients
Self‐care responsibilities and social support Use multidisciplinary discharge planning teams to assess the needs of patients and their families
Arrange a specific follow‐up appointment prior to discharge
Contact patients by telephone a few days after discharge to assess questions, symptoms, and medication‐related issues
Order home health services when indicated
Consider home visits for frail elderly patients
Ineffective physicianpatient communication Focus discharge counseling on informing patients of major diagnoses, medication changes, dates of follow‐up appointments, self‐care instructions, and who to contact if problems develop
Ensure that staff members communicate consistent instructions
For high‐volume conditions, consider using audiovisual recordings for discharge education, combined with an opportunity for additional counseling and questions
Use trained interpreters when a language gap exists
Provide simply written materials that include illustrations when possible to reinforce verbal instructions
Ensure patients and family members comprehend key points by asking them to teach back the information in their own words and demonstrate any self‐care behaviors
Encourage patients and family members to ask questions through an open‐ended invitation like, What questions do you have? instead of Do you have any questions?

Because many patients follow up with their PCPs within a few days of discharge, it becomes important to provide the PCPs with some information about the hospitalization on the day of discharge. This can be accomplished via a quick telephone call, fax, or e‐mail update to the PCP.24, 35 Important things to include in this communiqu are the discharge diagnosis, medications, results of procedures, pending test results, follow‐up arrangements, and suggested next steps. Within 1 week, a detailed discharge summary should have been received.26, 33, 36 As electronic medical records become more widely available, computer‐generated summaries offer a way to more quickly and completely highlight the key elements of the hospitalization, and they are ready for delivery sooner than traditional dictated summaries.37 Additionally, all forms of discharge summariescomputer‐generated, handwritten, and dictatedshould include subheadings to better organize and present the information instead of unstructured narrative summaries.38

There is increasing interest in moving away from the traditional 1‐way transfer of information about a hospitalization toward a 2‐way dialogue between hospitalist and primary care physician.39 Preferences about how to do this will vary among physicians. One strategy might be to provide the PCP with the hospitalist's contact information and encouraging questions about the hospitalization. Another approach would involve contacting the PCP during the discharge planning process to exchange information about the patient, provide an opportunity for the PCP to ask questions about the hospitalization, and formulate a cohesive plan for follow‐up, particularly about contingency planning (ie, what is most likely to go wrong and what should be done about it) and specific follow‐up needs (ie, what tasks should be accomplished at the first postdischarge visit).

CHANGES AND DISCREPANCIES IN THE MEDICATION REGIMEN

Medication errors make up a large portion of the adverse events patients may experience in the period following hospital discharge.7 In fact, errors during the ordering of admission or discharge medications make up almost half of all hospital medication errors.4043 At transition points such as admission and discharge, errors are often associated with changes in the medication regimen, including discrepancies between the new set of medication orders and what the patient was taking previously. In 2 recent studies, 54% of patients experienced at least 1 unintended medication discrepancy on admission to the hospital, and 39%‐45% of these discrepancies were considered a potential threat to the patient.44, 45

At discharge, differences between the prescribed medication regimen and the prehospital regimen may exist for several reasons. First, physicians may not obtain a comprehensive and accurate medication history at the time of admission.46 The medication history elicited from the patient at hospital admission is often affected by health literacy, language barriers, current health status, medication‐history interviewing skills, and time constraints.47 Physicians may not consult other important sources of medication information, including family members, prescription lists or bottles, and community pharmacy records. The most common error in the admission medication history is omitting a medication taken at home.46 Additionally, several providers, including a physician, a nurse, and an inpatient pharmacist, may independently take medication histories for the same patient. These multiple accounts lead to discrepancies that are rarely recognized or corrected.

Second, a patient's medication regimen can be significantly altered several times during a hospitalization. Acute illness may cause physicians to hold certain medications, discontinue others, or change prescribed doses during hospitalization.48 In addition, at most hospitals closed drug formularies necessitate automatic substitution of 1 medication for another drug in the same class during the patient's hospital stay.49 Changes from long‐acting to short‐acting medications are also routinely made in the name of tighter control (eg, of blood pressure). One study of hospitalized elders found that 40% of all admission medications had been discontinued by discharge and that 45% of all discharge medications were newly started during the hospitalization.3

Finally, at discharge, the current medication regimen needs to be reconciled with the preadmission medication regimen in a thoughtful manner.2 This includes resuming medications held or modified at admission for clinical reasons, resuming medications that were substituted in the hospital for formulary or pharmacokinetic reasons, and stopping newly started medications that were only required during the hospitalization (eg, for prevention of venous thromboembolism or stress ulcers).50 It is difficult, even in hospitals with advanced electronic health information systems, to prompt physicians to make these necessary changes. In a recent study, unexplained discrepancies between the preadmission medication list and discharge medication orders were noted in 49% of hospital discharges.51 Errors in discharge medication reconciliation may subsequently increase the risk of postdischarge ADEs.51

Medication Reconciliation and Education

An optimal strategy for obtaining a complete medication history may include asking patients about the following: a typical day and what medications are taken at different times of day; whether prescriptions come from more than 1 doctor; medications not taken orally (eg, inhalers, patches); dosages and indications for all medications; length of therapy and timing of last dose; over‐the‐counter products, herbals, vitamins, and supplements used and vaccinations received; allergies; and number of doses missed in the last week (Table 1).5254 Forms are also available to help patients maintain a list of current medications.5557

Ideally, the process of obtaining a medication history involves integration of information from several sources, including patient and caregiver recollections, patient‐provided lists of medications, prescription bottles, outpatient medical records, and prescription refill information from community pharmacies.58, 59 Any discrepancies in the information obtained should be explicitly resolved with the patient and/or caregiver. Assistance from a pharmacist or the patient's PCP may also be required.

Once the preadmission medication regimen is confirmed, it should be entered on a standardized form and placed in a prominent place in the chart. This list should then be compared against the patient's medication orders at admission, throughout the hospital stay, and at discharge.12 The planned action for each of these medications (eg, continue at same dose/route/frequency, substitute) should be made explicit. At discharge, this preadmission list also needs to be compared with the current hospital medications in order to create a coherent set of discharge orders.

Staff responsibilities for obtaining and documenting an accurate list of preadmission medications and reconciling medications at admission, transfer, and discharge should be well defined and based on the resources available at each institution. Redundant work (eg, multiple personnel independently taking a medication history) should be replaced by interdisciplinary communication (ie, a member of the team confirming the accuracy of a list obtained by another member of the team). When discrepancies are found (eg, between preadmission and discharge medications), reconciliation requires correction of unintentional discrepancies and appropriate documentation of intentional changes.60

Because a patient's medications change frequently during the transitions of admission, intrahospital transfer, and discharge, reconciliation is an active and ongoing process that aims to ensure the patient is receiving the correct medication regimen at all times. Reconciliation also allows for a review of the safety and appropriateness of the regimen and discontinuation of any unsuitable or needless medications.61, 62

Finally, a comprehensive list of a patient's medications should be reported to the next service provider when the patient is referred or transferred to another setting, service, practitioner, or level of care within or outside the organization. Avoiding overarching orders such as continue home medications and resume all medications becomes crucial to patient safety during transitions in care. At discharge, physicians should provide patients with a complete list of medications to be taken at home with indications and instructions for administration written in everyday language. Physicians should also highlight the results of medication reconciliation by pointing out any changes from the preadmission regimen, especially medications that are at home but should no longer be taken.

Ultimately, physicians have the duty to ensure that correct and complete medication information is provided. However, to achieve optimal results, physicians should partner with clinical pharmacists when possible. Pharmacists have been formally educated about and are experienced at taking medication histories, which may make them the ideal individuals to interview newly admitted patients about their medication histories.63 Unfortunately, according to a recent survey, pharmacists perform admission drug histories in only 5% of U.S. hospitals and provide drug therapy counseling in just 49% of U.S. hospitals.64 Patients who are elderly, have limited literacy skills, take more than 5 medications daily, or take high‐risk medications such as insulin, warfarin, cardiovascular drugs (including antiarrhythmics), inhalers, antiseizure medications, eye medications, analgesics, oral hypoglycemics, oral methotrexate, and immunosuppressants may require additional counseling or pharmacist involvement for effective reconciliation.10, 65, 66

Although the evidence supporting medication reconciliation is limited, it is convincing enough to support carrying out such reconciliations. In 1 investigation, when the nursing staff obtained and pharmacists verified orders for home medications, the accuracy of admission medication orders increased from 40% to 95%.67 In another work, in which there was pharmacist‐led medication reconciliation, significant discrepancies were found in approximately 25% of patients' medication histories and admission orders.45 In the absence of pharmacist intervention, the authors predicted that 22% of the discrepancies could have caused some form of patient harm during hospitalization and that 59% of the discrepancies might have contributed to an adverse event if the error continued after discharge.45 Others report that orders were changed as a result of reconciliation for 94% of patients being transferred out of the intensive care unit.2 Finally, in a randomized controlled trial of a pharmacist intervention at discharge in which medication reconciliation was the most common action performed, after 30 days preventable ADEs were detected in 11% of control patients and 1% of intervention patients. Medication discrepancy was the cause of half the preventable ADEs in the control group.51

SELF‐CARE RESPONSIBILITIES AND SOCIAL SUPPORT

Compounding the difficulties at discharge are the economic pressures on our health care system, causing patients to be released from the hospital quicker and sicker than ever before.68 The scope of care provided to patients also undergoes a major shift at discharge. Multidisciplinary providers no longer continually review the health status and needs of patients; instead, patients must follow up with their outpatient physician over a period of days to weeks. In the interim, the patients themselves are responsible for administering new medications, participating in physical therapy, and tracking their own symptoms to see if they are worsening. For many patients, sufficient social and family support is not available to help perform these activities effectively. Unfortunately, hospital personnel often inaccurately assess patients' functional status and overestimate patients' knowledge of required self‐care activities.69

Providing Adequate Medical and Social Support

A multidisciplinary discharge planning team can facilitate proper assessments of the social needs of patients and their families (Table 1).7072 This team is often composed of a nurse case manager and a social worker but may also include a physical therapist, an occupational therapist, a pharmacist, and other health care providers. Following discussion with a patient and the patient's family, the team may suggest home health services during the transition home to supplement available medical support,73 or they may decide that discharge to a rehabilitation or skilled nursing facility is more appropriate.

In addition, follow‐up should be arranged prior to discharge. Patients who are given a set appointment are more likely to show up for their follow‐up visits than are those who are simply asked to call and arrange their own visits.74 Typically, follow‐up with the PCP should be conducted within 2 weeks of hospital discharge. However, depending on a patient's functional status, pending test results, and need for medication monitoring or follow‐up testing, this may need to take place sooner. Interestingly, research indicates that follow‐up appointments with the inpatient provider can result in a lower combined rate of readmission and 30‐day mortality.75 Thus, hospitalists may consider operating a hospitalist‐staffed follow‐up clinic, especially for patients without a regular PCP.

Telephone follow‐up conducted a few days after discharge can also be an effective means of bridging the inpatientoutpatient transition.35 Such follow‐up provides a chance to attend to any patient questions, new or concerning symptoms, and medication‐related issues (eg, not filling the discharge medications or difficulty comprehending the new medication regimen).76 A physician, physician assistant, advanced practice nurse, registered nurse, pharmacist, or care manager can effectively carry out this telephone follow‐up. No matter who telephones, the caller must be aware of the patient's recent course of events as well as the care plan decided at discharge. Published evidence indicates that telephone follow‐up fosters patient satisfaction, increases medication adherence, decreases preventable ADEs, and decreases the number of subsequent emergency room visits and hospital readmissions,51, 77, 78 although not all evaluations have demonstrated benefit.79 As with medication histories performed by pharmacists, limited resources may mean that such follow‐up be restricted to those patients at highest risk for readmission.

Home visits may be appropriate for certain patient populations, such as the frail elderly.80 Home visits enable a patient's daily needs and safety (eg, fall risk) to be assessed. They can also be a means of assessing medication safety and adherence by reviewing all prescription and over‐the‐counter products in the household.81 Close follow‐up of at‐risk or elderly patients after discharge can help to minimize hospital readmission and total health care costs.4, 8285

INEFFECTIVE PHYSICIANPATIENT COMMUNICATION

Physicianpatient communication is fundamental to the practice of medicine and is crucially important at discharge. However, several studies have demonstrated a disconnect between physician information giving and patient understanding.76, 9690 When providing instructions, physicians commonly use medical jargon and attempt to cover a wealth of information in a limited amount of time.69, 87 They also tend to rely on verbal instructions and fail to provide supplementary audiovisual materials (eg, educational handouts or videos) that could aid patient comprehension. Physicians may not point out important self‐care tasks that patients should carry out at home. The entire interaction may be rushed or seem rushed. Moreover, when physicians solicit questions from patients, they may only allow for yes/no responses by using statements like Any questions? or Do you have any questions? that make it easy for patients to simply respond, No. The encounter usually comes to an end without true confirmation of a patient's level of understanding or assessment of a patient's ability to perform the self‐care activities and medication management required on returning home.81

Adding to the challenges of effective physicianpatient communication is the large number of adult Americans (more than 90 million) who have limited functional literacy skills.91, 92 Such patients typically have difficulty reading and understanding medical instructions, medication labels, and appointment slips.9396 Not surprisingly, patients with limited literacy skills know less about their chronic illnesses and how to manage their diseases.97 Having low literacy is also linked to increased use of emergency department services, a higher risk of hospitalization, and higher health care costs.9799 Patients with limited English proficiency have similar or even greater challenges and also have longer stays in the hospital.100

More Effective PhysicianPatient Communication

Discharge counseling should concentrate on the few key points that are of the greatest interest and the most importance to patients: major diagnoses, medication changes, dates of follow‐up appointments, self‐care instructions, and who to contact if problems develop (Table 1).101 Furthermore, these key instructions should be reinforced by other hospital staff, including nurses and pharmacists. For common conditions (eg, high‐volume cardiac procedures), offering standardized audiovisual instructions can be both efficient and worthwhile if used in conjunction with questionanswer sessions.102 In the event that physicians and hospital staff cannot fluently communicate in a patient's language, it is essential to engage trained interpreters, not rely on rudimentary language skills, the patient's family, or other ad hoc ways to communicate.103

Because patients are unlikely to fully remember verbal instructions at discharge, it is helpful to provide patients and family members with written materials to take home in order to reinforce important self‐care instructions.76, 87 These materials, written at a 5th‐ to 8th‐grade reading level, should outline key information in a simple format with little or no medical jargon. Illustrated materials are often better comprehended and subsequently remembered by patients.104, 105 If preprinted illustrated materials are not on hand, then physicians can convey key points by drawing simple pictures.

Confirming patient comprehension with the teach‐back method is perhaps the most important step in effectively communicating discharge instructions.106 With this method, patients are asked to repeat back what they understand from the discharge instructions. Application of this simple technique is advocated as one of the most effective means of improving patient safety.107, 108 Patients should also be asked to demonstrate any new self‐care tasks that they will be required to carry out at home, such as using an inhaler or administering a subcutaneous injection.

Last, The Joint Commission recently created a National Patent Safety Goal to encourage the active involvement of patients and their families in the patient's own care.12 This charge requires that physicians offer ample time for patients and their family members to ask questions. Physicians should avoid questions with yes/no responses and instead invite patient and family member questions in a more open‐ended manner (eg, What questions do you have?) to help ensure comprehension and comfort with the care plan.

CONCLUSIONS

The transition from hospital to home is a vulnerable period of discontinuity and potential adverse events. Hospitalists and other inpatient providers should not view discharge as an end to their obligation to patients but rather should attempt to promote a safe and efficient transition of care. Hospitalists can play an important role in bridging the gap between inpatient and outpatient care through appropriate discharge planning and effective communication with patients, their family members, and outpatient physicians.

Acknowledgements

The authors thank Marra Katz for her editorial assistance in the preparation of this manuscript

As the counterpart to hospital admission, hospital discharge is a necessary process experienced by each living patient. For all patients except those being transferred to a continuing care facility, discharge is a period of transition from hospital to home that involves a transfer in responsibility from the inpatient provider or hospitalist to the patient and primary care physician (PCP).1 Prescription medications are commonly altered at this transition point, with patients asked to discontinue some medications, switch to a new dosage schedule of others, or begin new treatments.2, 3 Self‐care responsibilities also increase in number and importance, presenting new challenges for patients and their families as they return home.4 Under these circumstances, ineffective planning and coordination of care can undermine patient satisfaction, facilitate adverse events, and contribute to more frequent hospital readmissions.58

Following hospital discharge nearly half (49%) of hospitalized patients experience at least 1 medical error in medication continuity, diagnostic workup, or test follow‐up.7 It has been reported that 19%23% of patients suffer an adverse event, most frequently an adverse drug event (ADE).911 Half of ADEs are considered preventable or ameliorable (ie, their severity or duration could have been decreased). Most errors and adverse events in this setting result from a breakdown in communication between the hospital team and the patient or primary care physician.10

To promote more effective care transitions, The Joint Commission now requires accredited facilities to accurately and completely reconcile medications across the continuum of care.12 The Society of Hospital Medicine recently published recommendations for the discharge of elderly patients.13 The joint Society of Hospital MedicineSociety of General Internal Medicine Continuity of Care Task Force also recently published a systematic review with recommendations for improving the handoff of patient information at discharge.14 Apart from these reports, however, it is uncommon to find evidence‐based recommendations for hospital discharge applicable to a broad range of patients.15 This review highlights several important challenges for physicians who seek to provide high‐quality care during hospital discharge and the subsequent period of transition. Based on the best available evidence, recommendations are also provided for how to improve communication and facilitate the care transition for adult inpatients returning home.

INPATIENTOUTPATIENT PHYSICIAN DISCONTINUITY

Traditionally, primary care physicians have admitted their own patients, provided hospital care (in addition to seeing outpatients during the day), and followed patients after discharge. Under this model, continuity of care has been preserved; however, this method of care has faltered under the weight of inpatients and outpatients with more severe illnesses, rapid technological advancements, managed care pressuring outpatient physicians to see more patients, and a thrust toward reduced hospital costs and length of stay.16 Increases in the efficiency and quality of hospital care have accompanied a new reliance on the field of hospital medicine, while allowing PCPs to focus on outpatient care.1719 With more than 14,000 hospitalists currently practicing in the United States and 25,000 anticipated to be practicing by 2010, transfer of care from hospital‐based providers to PCPs has become increasingly common at discharge.20

Patient discharge summaries are the most common means of communication between inpatient and outpatient providers. However, numerous studies have shown that discharge summaries often fail to provide important administrative and medical information, such as the primary diagnosis, results of abnormal diagnostics, details about the hospital course, follow‐up plans, whether laboratory test results are pending, and patient or family counseling.14 Summaries also may not arrive in a timely manner and sometimes may not reach the PCP at all.2123

At the time patients first follow up with their PCPs after hospitalization, discharge summaries have not yet arrived about 75% of the time,22, 24, 25 restricting the PCPs' ability to provide adequate follow‐up care in 24% of hospital follow‐up visits, according to one study.26 In another investigation, PCPs reported being unaware of 62% of the pending test results that returned after discharge, of which 37% were considered actionable.27

Improving Physician Information Transfer and Continuity

To improve information transfer from hospitalist to PCP, attention must be paid to the content, format, and timely delivery of discharge information (Table 1).14 Surveys of primary care physicians suggest the following information should be included in discharge summaries: diagnoses, abnormal physical findings, important test results, discharge medications, follow‐up arrangements made and appointments that still need to be made, counseling provided to the patient and family, and tests still pending at discharge.24, 2833 These domains are consistent with Joint Commission guidelines for discharge summaries,34 and the inclusion of a detailed medication list and pending test results also has implications for patient safety.911, 27

Recommendations for Improve Care Transitions at Hospital Discharge
Challenge Recommended approaches
Inpatientoutpatient physician discontinuity When possible, involve the primary care physician (PCP) in discharge planning and work together to develop a follow‐up plan
At minimum, communicate the following to the PCP on the day of discharge: diagnoses, medications, results of procedures, pending tests, follow‐up arrangements, and suggested next steps
Provide the PCP with a detailed discharge summary within 1 week
In discharge summaries include: diagnoses, abnormal physical findings, important test results, discharge medications with rationale for new or changed medications, follow‐up arrangements made, counseling provided to the patient and family, and tasks to be completed (eg, appointments that still need to be made and tests that require follow‐up)
Follow a structured template with subheadings in discharge communications
When possible, use health information technology to create and disseminate discharge summaries
Changes and discrepancies in medication regimen Obtain a complete medication history by asking patients about: medications taken at different times of day; medications prescribed by different physicians; nonoral medications; over‐the‐counter products; dosage, indication, length of therapy, and timing of last dose of all drugs; allergies; and adherence
Compare and reconcile medication information obtained from patient and caregiver reports, patient lists, prescription bottles, medical records, and pharmacy records
Display preadmission medication list prominently in the chart
Reconcile medications at all care transitions, including admission, intrahospital transfer, and discharge
Communicate complete and accurate medication information to the next provider at discharge, including indications for new medications and reasons for any changes
When possible, partner with clinical pharmacists to manage medication information and reconciliation, especially for high‐risk patients
Self‐care responsibilities and social support Use multidisciplinary discharge planning teams to assess the needs of patients and their families
Arrange a specific follow‐up appointment prior to discharge
Contact patients by telephone a few days after discharge to assess questions, symptoms, and medication‐related issues
Order home health services when indicated
Consider home visits for frail elderly patients
Ineffective physicianpatient communication Focus discharge counseling on informing patients of major diagnoses, medication changes, dates of follow‐up appointments, self‐care instructions, and who to contact if problems develop
Ensure that staff members communicate consistent instructions
For high‐volume conditions, consider using audiovisual recordings for discharge education, combined with an opportunity for additional counseling and questions
Use trained interpreters when a language gap exists
Provide simply written materials that include illustrations when possible to reinforce verbal instructions
Ensure patients and family members comprehend key points by asking them to teach back the information in their own words and demonstrate any self‐care behaviors
Encourage patients and family members to ask questions through an open‐ended invitation like, What questions do you have? instead of Do you have any questions?

Because many patients follow up with their PCPs within a few days of discharge, it becomes important to provide the PCPs with some information about the hospitalization on the day of discharge. This can be accomplished via a quick telephone call, fax, or e‐mail update to the PCP.24, 35 Important things to include in this communiqu are the discharge diagnosis, medications, results of procedures, pending test results, follow‐up arrangements, and suggested next steps. Within 1 week, a detailed discharge summary should have been received.26, 33, 36 As electronic medical records become more widely available, computer‐generated summaries offer a way to more quickly and completely highlight the key elements of the hospitalization, and they are ready for delivery sooner than traditional dictated summaries.37 Additionally, all forms of discharge summariescomputer‐generated, handwritten, and dictatedshould include subheadings to better organize and present the information instead of unstructured narrative summaries.38

There is increasing interest in moving away from the traditional 1‐way transfer of information about a hospitalization toward a 2‐way dialogue between hospitalist and primary care physician.39 Preferences about how to do this will vary among physicians. One strategy might be to provide the PCP with the hospitalist's contact information and encouraging questions about the hospitalization. Another approach would involve contacting the PCP during the discharge planning process to exchange information about the patient, provide an opportunity for the PCP to ask questions about the hospitalization, and formulate a cohesive plan for follow‐up, particularly about contingency planning (ie, what is most likely to go wrong and what should be done about it) and specific follow‐up needs (ie, what tasks should be accomplished at the first postdischarge visit).

CHANGES AND DISCREPANCIES IN THE MEDICATION REGIMEN

Medication errors make up a large portion of the adverse events patients may experience in the period following hospital discharge.7 In fact, errors during the ordering of admission or discharge medications make up almost half of all hospital medication errors.4043 At transition points such as admission and discharge, errors are often associated with changes in the medication regimen, including discrepancies between the new set of medication orders and what the patient was taking previously. In 2 recent studies, 54% of patients experienced at least 1 unintended medication discrepancy on admission to the hospital, and 39%‐45% of these discrepancies were considered a potential threat to the patient.44, 45

At discharge, differences between the prescribed medication regimen and the prehospital regimen may exist for several reasons. First, physicians may not obtain a comprehensive and accurate medication history at the time of admission.46 The medication history elicited from the patient at hospital admission is often affected by health literacy, language barriers, current health status, medication‐history interviewing skills, and time constraints.47 Physicians may not consult other important sources of medication information, including family members, prescription lists or bottles, and community pharmacy records. The most common error in the admission medication history is omitting a medication taken at home.46 Additionally, several providers, including a physician, a nurse, and an inpatient pharmacist, may independently take medication histories for the same patient. These multiple accounts lead to discrepancies that are rarely recognized or corrected.

Second, a patient's medication regimen can be significantly altered several times during a hospitalization. Acute illness may cause physicians to hold certain medications, discontinue others, or change prescribed doses during hospitalization.48 In addition, at most hospitals closed drug formularies necessitate automatic substitution of 1 medication for another drug in the same class during the patient's hospital stay.49 Changes from long‐acting to short‐acting medications are also routinely made in the name of tighter control (eg, of blood pressure). One study of hospitalized elders found that 40% of all admission medications had been discontinued by discharge and that 45% of all discharge medications were newly started during the hospitalization.3

Finally, at discharge, the current medication regimen needs to be reconciled with the preadmission medication regimen in a thoughtful manner.2 This includes resuming medications held or modified at admission for clinical reasons, resuming medications that were substituted in the hospital for formulary or pharmacokinetic reasons, and stopping newly started medications that were only required during the hospitalization (eg, for prevention of venous thromboembolism or stress ulcers).50 It is difficult, even in hospitals with advanced electronic health information systems, to prompt physicians to make these necessary changes. In a recent study, unexplained discrepancies between the preadmission medication list and discharge medication orders were noted in 49% of hospital discharges.51 Errors in discharge medication reconciliation may subsequently increase the risk of postdischarge ADEs.51

Medication Reconciliation and Education

An optimal strategy for obtaining a complete medication history may include asking patients about the following: a typical day and what medications are taken at different times of day; whether prescriptions come from more than 1 doctor; medications not taken orally (eg, inhalers, patches); dosages and indications for all medications; length of therapy and timing of last dose; over‐the‐counter products, herbals, vitamins, and supplements used and vaccinations received; allergies; and number of doses missed in the last week (Table 1).5254 Forms are also available to help patients maintain a list of current medications.5557

Ideally, the process of obtaining a medication history involves integration of information from several sources, including patient and caregiver recollections, patient‐provided lists of medications, prescription bottles, outpatient medical records, and prescription refill information from community pharmacies.58, 59 Any discrepancies in the information obtained should be explicitly resolved with the patient and/or caregiver. Assistance from a pharmacist or the patient's PCP may also be required.

Once the preadmission medication regimen is confirmed, it should be entered on a standardized form and placed in a prominent place in the chart. This list should then be compared against the patient's medication orders at admission, throughout the hospital stay, and at discharge.12 The planned action for each of these medications (eg, continue at same dose/route/frequency, substitute) should be made explicit. At discharge, this preadmission list also needs to be compared with the current hospital medications in order to create a coherent set of discharge orders.

Staff responsibilities for obtaining and documenting an accurate list of preadmission medications and reconciling medications at admission, transfer, and discharge should be well defined and based on the resources available at each institution. Redundant work (eg, multiple personnel independently taking a medication history) should be replaced by interdisciplinary communication (ie, a member of the team confirming the accuracy of a list obtained by another member of the team). When discrepancies are found (eg, between preadmission and discharge medications), reconciliation requires correction of unintentional discrepancies and appropriate documentation of intentional changes.60

Because a patient's medications change frequently during the transitions of admission, intrahospital transfer, and discharge, reconciliation is an active and ongoing process that aims to ensure the patient is receiving the correct medication regimen at all times. Reconciliation also allows for a review of the safety and appropriateness of the regimen and discontinuation of any unsuitable or needless medications.61, 62

Finally, a comprehensive list of a patient's medications should be reported to the next service provider when the patient is referred or transferred to another setting, service, practitioner, or level of care within or outside the organization. Avoiding overarching orders such as continue home medications and resume all medications becomes crucial to patient safety during transitions in care. At discharge, physicians should provide patients with a complete list of medications to be taken at home with indications and instructions for administration written in everyday language. Physicians should also highlight the results of medication reconciliation by pointing out any changes from the preadmission regimen, especially medications that are at home but should no longer be taken.

Ultimately, physicians have the duty to ensure that correct and complete medication information is provided. However, to achieve optimal results, physicians should partner with clinical pharmacists when possible. Pharmacists have been formally educated about and are experienced at taking medication histories, which may make them the ideal individuals to interview newly admitted patients about their medication histories.63 Unfortunately, according to a recent survey, pharmacists perform admission drug histories in only 5% of U.S. hospitals and provide drug therapy counseling in just 49% of U.S. hospitals.64 Patients who are elderly, have limited literacy skills, take more than 5 medications daily, or take high‐risk medications such as insulin, warfarin, cardiovascular drugs (including antiarrhythmics), inhalers, antiseizure medications, eye medications, analgesics, oral hypoglycemics, oral methotrexate, and immunosuppressants may require additional counseling or pharmacist involvement for effective reconciliation.10, 65, 66

Although the evidence supporting medication reconciliation is limited, it is convincing enough to support carrying out such reconciliations. In 1 investigation, when the nursing staff obtained and pharmacists verified orders for home medications, the accuracy of admission medication orders increased from 40% to 95%.67 In another work, in which there was pharmacist‐led medication reconciliation, significant discrepancies were found in approximately 25% of patients' medication histories and admission orders.45 In the absence of pharmacist intervention, the authors predicted that 22% of the discrepancies could have caused some form of patient harm during hospitalization and that 59% of the discrepancies might have contributed to an adverse event if the error continued after discharge.45 Others report that orders were changed as a result of reconciliation for 94% of patients being transferred out of the intensive care unit.2 Finally, in a randomized controlled trial of a pharmacist intervention at discharge in which medication reconciliation was the most common action performed, after 30 days preventable ADEs were detected in 11% of control patients and 1% of intervention patients. Medication discrepancy was the cause of half the preventable ADEs in the control group.51

SELF‐CARE RESPONSIBILITIES AND SOCIAL SUPPORT

Compounding the difficulties at discharge are the economic pressures on our health care system, causing patients to be released from the hospital quicker and sicker than ever before.68 The scope of care provided to patients also undergoes a major shift at discharge. Multidisciplinary providers no longer continually review the health status and needs of patients; instead, patients must follow up with their outpatient physician over a period of days to weeks. In the interim, the patients themselves are responsible for administering new medications, participating in physical therapy, and tracking their own symptoms to see if they are worsening. For many patients, sufficient social and family support is not available to help perform these activities effectively. Unfortunately, hospital personnel often inaccurately assess patients' functional status and overestimate patients' knowledge of required self‐care activities.69

Providing Adequate Medical and Social Support

A multidisciplinary discharge planning team can facilitate proper assessments of the social needs of patients and their families (Table 1).7072 This team is often composed of a nurse case manager and a social worker but may also include a physical therapist, an occupational therapist, a pharmacist, and other health care providers. Following discussion with a patient and the patient's family, the team may suggest home health services during the transition home to supplement available medical support,73 or they may decide that discharge to a rehabilitation or skilled nursing facility is more appropriate.

In addition, follow‐up should be arranged prior to discharge. Patients who are given a set appointment are more likely to show up for their follow‐up visits than are those who are simply asked to call and arrange their own visits.74 Typically, follow‐up with the PCP should be conducted within 2 weeks of hospital discharge. However, depending on a patient's functional status, pending test results, and need for medication monitoring or follow‐up testing, this may need to take place sooner. Interestingly, research indicates that follow‐up appointments with the inpatient provider can result in a lower combined rate of readmission and 30‐day mortality.75 Thus, hospitalists may consider operating a hospitalist‐staffed follow‐up clinic, especially for patients without a regular PCP.

Telephone follow‐up conducted a few days after discharge can also be an effective means of bridging the inpatientoutpatient transition.35 Such follow‐up provides a chance to attend to any patient questions, new or concerning symptoms, and medication‐related issues (eg, not filling the discharge medications or difficulty comprehending the new medication regimen).76 A physician, physician assistant, advanced practice nurse, registered nurse, pharmacist, or care manager can effectively carry out this telephone follow‐up. No matter who telephones, the caller must be aware of the patient's recent course of events as well as the care plan decided at discharge. Published evidence indicates that telephone follow‐up fosters patient satisfaction, increases medication adherence, decreases preventable ADEs, and decreases the number of subsequent emergency room visits and hospital readmissions,51, 77, 78 although not all evaluations have demonstrated benefit.79 As with medication histories performed by pharmacists, limited resources may mean that such follow‐up be restricted to those patients at highest risk for readmission.

Home visits may be appropriate for certain patient populations, such as the frail elderly.80 Home visits enable a patient's daily needs and safety (eg, fall risk) to be assessed. They can also be a means of assessing medication safety and adherence by reviewing all prescription and over‐the‐counter products in the household.81 Close follow‐up of at‐risk or elderly patients after discharge can help to minimize hospital readmission and total health care costs.4, 8285

INEFFECTIVE PHYSICIANPATIENT COMMUNICATION

Physicianpatient communication is fundamental to the practice of medicine and is crucially important at discharge. However, several studies have demonstrated a disconnect between physician information giving and patient understanding.76, 9690 When providing instructions, physicians commonly use medical jargon and attempt to cover a wealth of information in a limited amount of time.69, 87 They also tend to rely on verbal instructions and fail to provide supplementary audiovisual materials (eg, educational handouts or videos) that could aid patient comprehension. Physicians may not point out important self‐care tasks that patients should carry out at home. The entire interaction may be rushed or seem rushed. Moreover, when physicians solicit questions from patients, they may only allow for yes/no responses by using statements like Any questions? or Do you have any questions? that make it easy for patients to simply respond, No. The encounter usually comes to an end without true confirmation of a patient's level of understanding or assessment of a patient's ability to perform the self‐care activities and medication management required on returning home.81

Adding to the challenges of effective physicianpatient communication is the large number of adult Americans (more than 90 million) who have limited functional literacy skills.91, 92 Such patients typically have difficulty reading and understanding medical instructions, medication labels, and appointment slips.9396 Not surprisingly, patients with limited literacy skills know less about their chronic illnesses and how to manage their diseases.97 Having low literacy is also linked to increased use of emergency department services, a higher risk of hospitalization, and higher health care costs.9799 Patients with limited English proficiency have similar or even greater challenges and also have longer stays in the hospital.100

More Effective PhysicianPatient Communication

Discharge counseling should concentrate on the few key points that are of the greatest interest and the most importance to patients: major diagnoses, medication changes, dates of follow‐up appointments, self‐care instructions, and who to contact if problems develop (Table 1).101 Furthermore, these key instructions should be reinforced by other hospital staff, including nurses and pharmacists. For common conditions (eg, high‐volume cardiac procedures), offering standardized audiovisual instructions can be both efficient and worthwhile if used in conjunction with questionanswer sessions.102 In the event that physicians and hospital staff cannot fluently communicate in a patient's language, it is essential to engage trained interpreters, not rely on rudimentary language skills, the patient's family, or other ad hoc ways to communicate.103

Because patients are unlikely to fully remember verbal instructions at discharge, it is helpful to provide patients and family members with written materials to take home in order to reinforce important self‐care instructions.76, 87 These materials, written at a 5th‐ to 8th‐grade reading level, should outline key information in a simple format with little or no medical jargon. Illustrated materials are often better comprehended and subsequently remembered by patients.104, 105 If preprinted illustrated materials are not on hand, then physicians can convey key points by drawing simple pictures.

Confirming patient comprehension with the teach‐back method is perhaps the most important step in effectively communicating discharge instructions.106 With this method, patients are asked to repeat back what they understand from the discharge instructions. Application of this simple technique is advocated as one of the most effective means of improving patient safety.107, 108 Patients should also be asked to demonstrate any new self‐care tasks that they will be required to carry out at home, such as using an inhaler or administering a subcutaneous injection.

Last, The Joint Commission recently created a National Patent Safety Goal to encourage the active involvement of patients and their families in the patient's own care.12 This charge requires that physicians offer ample time for patients and their family members to ask questions. Physicians should avoid questions with yes/no responses and instead invite patient and family member questions in a more open‐ended manner (eg, What questions do you have?) to help ensure comprehension and comfort with the care plan.

CONCLUSIONS

The transition from hospital to home is a vulnerable period of discontinuity and potential adverse events. Hospitalists and other inpatient providers should not view discharge as an end to their obligation to patients but rather should attempt to promote a safe and efficient transition of care. Hospitalists can play an important role in bridging the gap between inpatient and outpatient care through appropriate discharge planning and effective communication with patients, their family members, and outpatient physicians.

Acknowledgements

The authors thank Marra Katz for her editorial assistance in the preparation of this manuscript

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  66. MA Coalition for the Prevention of Medical Errors. Reconciling medications. Recommended practices. Available at: http://www.macoalition.org/documents/RecMedPractices.pdf. Accessed July 27,2005.
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  72. Shepperd S,Parkes J,McClaran J,Phillips C.Discharge planning from hospital to home.Cochrane Database Syst Rev.2006;4.
  73. Coleman EA.Falling through the cracks: challenges and opportunities for improving transitional care for persons with continuous complex care needs.J Am Geriatr Soc.2003;51:549555.
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  75. van Walraven C,Mamdani M,Fang J,Austin PC.Continuity of care and patient outcomes after hospital discharge.J Gen Intern Med.2004;19:624631.
  76. Makaryus AN,Friedman EA.Patients' understanding of their treatment plans and diagnosis at discharge.Mayo Clin Proc.2005;80:991994.
  77. Dudas V,Bookwalter T,Kerr KM,Pantilat SZ.The impact of follow‐up telephone calls to patients after hospitalization.Am J Med.2001;111(9B):26S30S.
  78. Lipton HL,Bird JA.The impact of clinical pharmacists' consultations on geriatric patients' compliance and medical care use: a randomized controlled trial.Gerontologist.1994;34:307315.
  79. Mistiaen P,Poot E.Telephone follow‐up, initiated by a hospital‐based health professional, for postdischarge problems in patients discharged from hospital to home.Cochrane Database Syst Rev.2007;1.
  80. Kravitz RL,Reuben DB,Davis JW, et al.Geriatric home assessment after hospital discharge.J Am Geriatr Soc.1994;42:12291234.
  81. Stewart S,Pearson S.Uncovering a multitude of sins: medication management in the home post acute hospitalisation among the chronically ill.Aust N Z J Med.1999;29(2):220227.
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  83. Weinberger M,Smith DM,Katz BP,Moore PS.The cost‐effectiveness of intensive postdischarge care. A randomized trial.Med Care.1988;26:10921102.
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Promoting effective transitions of care at hospital discharge: A review of key issues for hospitalists
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Training Opportunities for Academic Hospitalists

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Preparing for “diastole”: Advanced training opportunities for academic hospitalists

There is a growing demand for hospitalists in the United States. In academic settings, hospitalists are called on to perform a variety of duties, from leading quality improvement initiatives to serving on hospital committees to helping to offset restrictions on work hours of the house staff.1 Although hospitalists may be well positioned to take on these roles, obtaining adequate protected time and recognition for such contributions remains a challenge. The existing promotion and tenure processes at academic institutions may not give adequate consideration to such responsibilities. Hospitalists who do not meet the traditional benchmarks of teaching and research may suffer in their career advancement and, ultimately, in their desire to remain in academics. Developing a sustainable and long‐term career in hospital medicine is important not only from a professional developmental standpoint, but also because it may lead to better patient care; evidence from a large multicenter hospitalist study suggests that physician experience is linked to improved patient care and outcomes.2 Thus, it behooves academic medical centers that employ hospitalists to create rewarding hospitalist career paths.

Goldman described academic hospital medicine as comprising periods of systole, during which hospitalists provide clinical care, and periods of diastole, the portion of a hospitalist's time spent in nonclinical activities.3 Far from being a period of relaxation, diastole is an active component of a hospitalist's work, the time devoted to the pursuit of complementary interests, career advancement, and job diversity. A well‐thought‐out plan for the diastolic phase of a hospitalist job description can lead to significant improvement in quality, education, research, and outcomes for an academic medical center.4 A good balance of systole and diastole allows for focus on career development and advancement and has the potential to be very helpful in preventing burnout. This is of particular concern to academic hospitalists, who report working longer hours, feeling more stress, and worrying more about burnout than their nonhospitalist colleagues.5 This suggests the diastolic phase is an important part of creating a sustainable hospitalist job and should be funded as part of an academic hospitalist position.

Although the optimal balance of systole and diastole to prevent burnout is not known, outlining clear expectations is an important strategy for preparing physicians for a sustainable academic hospitalist career. This is an important issue, given the increasing number of residency graduates who are choosing careers in hospital medicine.6 Based on the reported career plans of residents taking internal medicine in‐training exams from 2002 through 2006, the number of residents going into hospital medicine has more than doubled, from 3% (in 2002) to 6.5% (in 2006). The goal of this article is to compare and contrast several career paths that balance systole and diastole in academic hospital medicine. Specifically, we review training opportunities for becoming a successful hospitalist‐educator, hospitalistquality expert, hospitalist‐investigator, and hospitalist‐administrator.

EDUCATION (THE HOSPITALIST‐EDUCATOR)

Hospitalists in academic centers often play central roles as teachers and leaders in medical education. This is not surprising given that most teaching of medical trainees occurs in the inpatient setting.7 Furthermore, several studies have consistently demonstrated that trainee satisfaction with teaching by hospitalists is high, and hospitalists are rated as more effective teachers than traditional subspecialist ward attendings.810

A typical hospitalist‐educator position is 80%‐90% clinical time, with 10%‐20% set aside for teaching. However, academic hospitalists are often expected to teach medical trainees concurrently with their clinical care activities, rather than during a separate, protected time.11 Thus, most hospitalist‐educator responsibilities do not occur during diastole, as may be conceived, but instead are add to the systole. Small amounts of protected diastolic time for a hospitalist‐educator can be used for related administrative activities, such as writing letters of recommendation, mentoring students and residents, doing creative thinking and curriculum development, and conducting educational research, such as evaluating a new educational program or curriculum. Some hospitalist‐educator positions, such as director of the residency program or internal medicine clerkship, are exceptions in that they generally include a greater amount of protected time, which may be earmarked for administrative activities and hands‐on teaching.

Education and Training

One possibility for advanced training in education is the addition of a chief resident year, either at a physician's own institution or at another academic center. Such a year provides an opportunity to consolidate knowledge, build a teaching portfolio, and accumulate expertise in an area such as evidence‐based medicine or perioperative care. Serving as a chief resident can enhance subsequent applications by being able to demonstrate the ability to teach and, more importantly, to assume a leadership role within an organization. These skills can be applied to a number of activities in an academic hospitalist program, such as heading a committee, teaching during inpatient service time, or developing a new course for students, residents, or faculty.

An advanced training program in medical education is also an option (Table 1). Offerings include medical education fellowship training, formal degree‐granting programs (such as a master's in health professions education), or short‐term intensive coursework. Fellowships and degree‐granting programs are generally 2‐year programs designed for health professionals who want to better prepare for educational leadership roles. Core topics include curriculum development, program evaluation, instruction, student assessment, current educational issues, research methods, and leadership. An alternative option for busy clinician‐educators is online or distance learning courses in medical education, which cover similar topics and skill sets. In early 2006 the Society of Hospital Medicine released the Core Competencies in Hospital Medicine, which can serve as a useful framework for developing novel inpatient curricula for faculty, residents, and students.12, 13

Medical Education
DescriptionLength of timeCostSource/website
Degrees/fellowships
Master's in health professional education (MHPE): Preparation for educational leadership roles. Typical coursework in curriculum development, program evaluation, instruction, student assessment, current educational issues, research methods, and leadership.Varies according to programTuition ranges from approximately $1500‐$4300Example: University of Illinois

http://www.uic.edu/com/mcme/mhpeweb/Home.html

Fellowship in medical education: Prepares faculty to pursue scholarship in medical education or educational leadership or to become effective teachers through workshops, coursework, and/or a mentored project. Often affiliated with a department of medical education.Varies according to program. Generally 1 year.Varies. May be subsidized in certain institutions as part of internal faculty development.Example: University of Michigan

http://www.med.umich.edu/meded/MESP/

Short‐term coursework
Harvard Macy Institute: Programs designed to promote leadership and scholarship in medical education1‐ or 2‐week programsFees for the year 2006 are $4500 USD.

http://www.harvardmacy.org

Stanford Faculty Development Center (SFDC): Train‐the‐trainer approach for clinical teaching and professionalism in contemporary practice4‐week training sessionsThe institutions of faculty selected for the month‐long training programs are asked to pay a fee of $5000. Transportation, housing and food are not included.

http://sfdc.stanford.edu/

Short‐term extramural courses offered by institutions such as the Harvard Macy Institute for Medical Educators and the Stanford Faculty Development Program in Teaching can also provide advanced instruction to hospitalist‐educators.14, 15 In addition to these training programs, the Society of General Internal Medicine, along with other professional societies, offers career development workshops for clinician educators on topics such as curriculum development and teaching skills.

Regardless of the type of training, adequate mentorship and resources are critical to the successful application of new skills to the design or evaluation of hospital‐based curricula. Mentorship may be available from institutional leaders in medical education, even those not formally affiliated with the hospitalist program. For instance, medical school leaders, such as deans, division chiefs, chairpersons, program directors, and clerkship directors, can often be helpful in guiding junior faculty in obtaining skills and time for teaching.

We encourage those interested in a career in medical education to begin volunteering at their institution early on. Volunteering to directly teach residents and students (eg, assisting in introduction to clinical medicine, giving lectures to third‐year clerks) can be a valuable way of becoming distinguished as a qualified teacher. Likewise, joining a professional medical society of individuals with similar interests can facilitate mentorship and skill acquisition. Certain professional medical societies, such as the American College of Physicians, promote national recognition through awarding fellowships, an honor for those physicians who have demonstrated superior competence in internal medicine, professional accomplishment, and scholarship.16 Developing concrete examples of expertise in the field, such as through the publication of abstracts and articles on medical education and development of curricula, help lead to advancement in the educational track. Clear focus on a career path, development of an intellectual product, positive learner evaluation of educational activities, and national recognition can all be used by an academic institution to evaluate suitability for promotion.

Rewards and Challenges

One of the rewards of a hospitalist‐educator career is being able to meaningfully interact with a variety of trainees, including medical students and residents. As teaching attendings, hospitalist‐educators are likely to engage students and residents for short‐term but intensive periods, resulting in the ability to influence career choice and professional growth as a physician.17 Hospitalists may be called on by trainees to serve as mentors or advisers and to write letters of recommendation. In addition, with experience, hospitalist‐educators are well positioned to serve in administrative roles in medical education, such as clerkship director or program director.

Burnout is a particular concern for hospitalist‐educators, given the heavy clinical demands of inpatient academic service combined with the additional pressure to be academically productive.5 Because of this, it is important to design academic hospitalist‐educator positions with a diastole that contains time to recover from the heavy clinical demands of inpatient service, in addition to providing time for career development activities.

Successful career development as an educator can be difficult. There are relatively few venues at which educational work can be peer‐evaluated and published, which are keys to successful academic promotion.18 Because some educational journals are highly competitive, one possibility way to get educational work disseminated is through the MedEd Portal, sponsored by the Association of American Medical Colleges, which allows peer review of medical educational materials, including innovative curricula.19 In addition to original research contributions, many scientific meetings and medical education journals also accept descriptions of interesting clinical vignettes and innovations in medical education. New online education journals, such as BMC Medical Education and Seminars in Medical Practice, have expanded publication opportunities.20

Limited opportunities are available to help fund research in medical education. Although funding may be more readily available to educators who focus on a particular clinical entity or patient population, most medical education research is conducted with inadequate funding and requires extensive donated time by committed faculty.21 For this reason, securing advanced training in medical education and having protected time will allow hospitalists on the educator track to compete more successfully for limited educational research dollars and to have sufficient time to produce and publish scholarly work, thus improving their chances of academic success and career satisfaction.

CLINICAL QUALITY AND OPERATIONS IMPROVEMENT (THE HOSPITALISTQUALITY EXPERT)

Hospitalists are increasingly being called on to lead clinical quality and operations improvement at academic teaching hospitals. Benefits to the institution include the consistent presence of a committed physician who is able to plan and execute change in the context of clinical care. This is in contrast to the transient nature of residents and nonhospitalist attending physicians, whose ability to participate in such initiatives is impaired by the scheduling of their rotations. Hospitalists, however, are often able to cultivate long‐standing relationships with nurses, case managers, and hospital administrators, thereby building the institutional clout to lead such initiatives while considering views from all the necessary stakeholders.22 Thus, they are in a good position to serve as physician champions and expedite the adoption of new innovations within hospitalist groups and among other physician groups and clinical staff.23, 24

Education and Training

Being a successful agent of change requires knowledge of the science of quality improvement coupled with the skills necessary to make such changes, such as the ability to perform a needs assessment, to develop measures of performance, to negotiate and motivate others to change behaviors, to adopt new tools and practices, and to implement and test interventions designed to improve care. It is possible for residents or junior faculty members to gain this experience through designing and implementing a quality improvement project during residency training under the direction of a mentor.25, 26 However, given the likely variability in such experience, there is no substitute for formal training in these core areas of hospital medicine.

A broad range of opportunities for advanced training in quality and operations improvement are available (Table 2). Choosing the correct program may depend on baseline expertise, availability, and the desired level of involvement. For example, introductions to these skills can be obtained through precourses or workshops at medical conferences such as the Institute of Healthcare Improvement or the Society of Hospital Medicine. For more in‐depth training, the Advanced Training Program (ATP) in Health Care Delivery Improvement, sponsored by Intermountain Healthcare, offers 12‐ to 21‐day in‐depth minicourses designed to train individuals for leadership positions in quality and safety.27 Lastly, more structured fellowships, such as the Veterans Affairs Quality Scholars Program or the George W. Merck Fellowships in Health Care Improvement, offer junior and midcareer faculty the opportunity to obtain formal training in the science of quality improvement.28, 29 Because early‐career hospitalists may face geographic and financial restrictions, exploration of local or institutional opportunities for advanced education in quality improvement can be particularly important.

Quality Improvement
DescriptionLength of timeCostSource/website
Degrees/fellowships
Veterans Association National Quality Scholars: Fellowship to learn and apply knowledge for improvement of health care2 yearsNo cost, application to fellowship program required

http://www.dartmouth.edu/cecs/

fellowships/vaqs.html
George W. Merck Fellowship: Mentored research or improvement project at Institute of Healthcare Improvement with a plan to return to home institution to execute change1 yearNo cost, application to fellowship program required

http://www.ihi.org/IHI/About/Fellowships/

Short‐term coursework
Intermountain Health Care: Designed to give executives and quality improvement leaders the necessary tools to conduct clinical practice improvement projects.20‐ and 12‐day training programs in Salt Lake City, UTTuition for the 20‐day program:

 

  • $8500 for the first person from each clinical team or organization

  • $8000 for the second person attending the same session

  • $7500 for the third person attending the same session

 

http://cme.ihc.com/xp/emhe/emnstitute/education/

Rewards and Challenges

Engaging in successful clinical or process improvement can be very rewarding, both professionally and personally. Professional gains include building new interdisciplinary relationships and infrastructure to continually monitor and improve key performance measures. In addition, a rigorous evaluation of this type of work can result in being able to make presentations at national meetings or to be published in a variety of peer‐reviewed medical journals, including specialty journals for quality improvement work, such as Quality and Safety in Healthcare and the Joint Commission Journal on Quality Improvement. Many national medical meetings, such as the Institute for Healthcare Improvement, the Society of Hospital Medicine and other subspecialty society meetings, also provide an opportunity to showcase innovations in practice.

Despite the potential rewards, it can also be challenging for academic hospitalists to participate in or lead quality improvement projects. One major challenge is ensuring that hospitalists are engaged in improvement work that is aligned with the interests of the hospital. Because most hospital administrators and frontline staff are employed by the hospital, whereas those comprising the academic faculty are employed by the university, this alignment is not always guaranteed. For example, an area of interest to a hospitalist that also could lead to academic productivity and career advancement might not be considered a priority area of improvement for the hospital because of competing clinical or operations improvements. In this scenario, it can be extremely difficult to engage other stakeholders such as nurses or administrative support staff in order to make a meaningful, sustainable change or improvement. To avoid this situation, it can be helpful from the outset to partner with hospital quality leaders in discussing priority areas, with attention to any potential interface in which hospitalist expertise is needed. In the event a potential project or area is identified, a hospitalist is particularly well positioned to serve as a physician champion, which is often key to the success of any hospitalwide initiative. In some cases, hospital funding may be available for these types of initiatives, increasing the likelihood of resource development for sustainable change.

RESEARCH (THE HOSPITALIST‐INVESTIGATOR)

Few hospitalists devote most of their time to clinical research. Having a strong research base is essential for the field of hospital medicine to gain credibility as a distinct specialty.4 Although the initial research in hospital medicine sought to prove the value of the field itself, hospitalists have now begun to focus on quality improvement and outcomes research.3032 Because of their unique position in clinical care, hospitalists are well situated to oversee inpatient data collection and perform research on a variety of conditions ranging from acute coronary syndromes to venous thromboembolism. Another potential area of research for hospitalists is participation in clinical trials focused on the inpatient setting. Although the proportion of time spent in research can vary widely, to become an independently successful clinical researcher typically requires a substantial amount of time be devoted to research. In general, at least 50% protected time, greater if possible, is recommended.

Education and Training

To develop a career around research generally requires advanced training in research methods. The most frequently used option for obtaining such training is through completing a clinical research fellowship in general internal medicine or an equivalent program, such as the fellowships administered by the Robert Wood Johnson Clinical Scholars Program (Table 3).33 Several academic centers also have developed such hospital medicine fellowships, which often can be tailored to provide the desired experience in research ethics, methodology, and statistical analysis.34, 35 In selecting a training program, prospective hospitalist‐researchers should consider the availability of suitable research mentors. Because hospital medicine as a field is relatively new, research mentors within the group of hospitalists may be scarce; if so, researchers should seek appropriate mentorship from established investigators in other programs or departments. Effective mentorship is a strong predictor of future research success.36

Research
DescriptionLength of timeCostSource/website
Degrees/fellowships
Hospital or General Medicine Fellowships: Designed to provide clinical research training through mentored projects and coursework with possible master's degreeGenerally 2‐year programsNo cost, application to program is required. Stipends vary. No cost, application to program is requiredHospital Medicine:

http://www.hospitalmedicine.org/

Content/NavigationMenu/Education/Hospital MedicinePrograms/Hospital_Medicine_Pr.htm General Medicine:

http://www.sgim.org/fellowshipdir.cfm

Robert Wood Johnson Clinical‐Scholars Program: Training in health services research with an emphasis on community‐based research and leadership training.2 yearsStipends currently range from $48,000 to $50,000 per year, depending on the training site.Robert Wood Johnson:

http://rwjcsp.stanford.edu/

Short‐term coursework
University‐based summer programs in clinical research (eg, Harvard University Summer Session for Public Health Studies which features graduate courses in epidemiology, biostatistics, economics, health care management, etc.)Intensive 3‐week courses in Harvard University Summer Session2004 tuition for each 2.5‐credit course was $1830. There is a nonrefundable deposit/registration fee of $125. These fees do not include certain course materials (ie, texts estimated at $60 per course).Example: Harvard School of Public Health

http://www.hsph.harvard.edu/summer/brochure/

Negotiating protected time can be challenging for new investigators, particularly when hospitalist salaries are generated by clinical activity. Some academic programs are willing to provide a few years of departmental support to promising young investigators in order to allow them to develop their research program and obtain additional funding. Several career development awards are available through the National Institutes of Health and through nonfederally funded sources.37, 38 These awards generally protect 3‐5 years of a researcher's time for research and require that a substantial proportion of time be devoted to that purpose, often at least 75%.

To gain visibility as a researcher, it is advantageous to present original findings at national meetings, such as those of the Society of Hospital Medicine, the Society of General Internal Medicine, and other subspecialty meetings.39, 40 These meetings not only increase awareness of a hospitalist's research but also provide opportunities for networking and developing collaboration on research. Many societies, including the Society of Hospital Medicine, have research abstract competitions and offer research grants for investigators that can help to fund projects and support protected time.

Rewards and Challenges

There are many rewards and opportunities for a hospitalist investigator, particularly because the field is young and there are many unanswered research questions related to inpatient medicine. There are also the intrinsic rewards of being devoted to scientific inquiry and having greater autonomy over how time is spent. A hospitalist's schedule can be well suited to research. Although attending on the wards can be very time‐consuming, time off the wards is often free of outpatient duties and can be entirely devoted to research.

There are also several challenges to becoming a successful researcher. The pressure to obtain grant funding and publish high‐quality scientific manuscripts is high. Obtaining sufficient protected time may be difficult in busy clinical departments, and applying for grant funding is both time‐consuming and highly competitive. It is very important to be familiar with the specific criteria for academic promotion at one's institution. Understanding these expectations can help to effectively prioritize activities. Standard requirements generally include number and quality of articles published in peer‐reviewed journals, successful application for research funding, national recognition in the field, service to the institution and research community, and evidence of research independence. One significant challenge is the lack of a single large funding source for hospital‐related research. Although the Agency for Healthcare Research and Quality funds studies related to hospital care, such as on the quality of care or cost effectiveness of various system‐based hospital care interventions, their budget for investigator‐initiated proposals is limited.41 One promising funding source for research in hospital care is from agencies and foundations dedicated to the aging population, such as the National Institute for Aging (NIA), the Hartford Foundation, and the Aetna Foundation, to name a few.42, 43 Yet research on hospital care alone, without detailed attention to issues unique to geriatric‐specific conditions or populations, is unlikely to be funded by these avenues. With few federal grant programs directly suited to the emerging research agenda in hospital medicine, hospitalist‐investigators may be at a disadvantage for obtaining tenure‐track positions, compared with their subspecialist colleagues, who may receive funding from NIH agencies or foundations dedicated to their own field.

ADMINISTRATION (THE HOSPITALIST‐ADMINISTRATOR)

Physician leaders in hospital administration are not new. Many hospitals already include physicians in senior management positions, such as chief medical officer.44 Naturally, a career in hospital administration is another potential path for diastole in academic medical centers.

Education and Training

Although a master of business, health administration, or medical management is not a prerequisite for the physician who wants to move into management, it is an increasingly important credential for senior administrative positions (Table 4). Primarily, it serves as a signal that a physician is committed to management and has a working knowledge of strategic planning, business models, human resources, leadership, and clinical operations. For physicians without formal business training who are interested in management, exploring internal opportunities is a necessary first step. Likewise, getting a business degree is not as important as management experience. The successful application of business skills requires practice, mentoring, and on‐the‐job experience. For hospitalists, this experience could be obtained by volunteering to serve on committees such as utilization review, quality assurance, credentialing, or medical staff executive committees. In lieu of a graduate degree, physicians may wish to participate in one of the many fellowships in health services administration. These programs generally aim to provide practical mentored learning experience in a health care organization and may last up to 2 years.45

Leadership/Administration
DescriptionLength of timeCostSource/website
Degrees/fellowships
Master's in business administration (MBA): General management core with option for courses specializing in health care.Generally 2‐year programVaries in accordance with each institution.Directory websites (MBA):

http://mba.gradschools.com/

Master's in health administration (MHA): Studies in analytic and management needs of health care.Generally 2‐year programVaries in accordance with each institution.Directory websites (MHA):

http://www.aupha.org/em4a/pages/emndex.cfm?pageid=3359

Fellowship in health services administration: Preceptor‐directed program that provides practical learning experience in a health care organization beyond graduate‐level academic instruction.Usually lasts 1‐2 years.Compensation varies. Median reported as $39,055.Directory (American College of Healthcare Executives):

http://www.ache.org/pgfd/guidelines_cont3.cfm

Short‐term coursework
Society of Hospital Medicine Leadership Academy: Instruction for hospitalists in leading change, communicating effectively, handling conflict and negotiation, doing strategic planning, and interpreting hospital business drivers. Held biannually.3‐ to 4‐day program$1400‐$1600. Discounted rate for members of Society of Hospital Medicine

http://www.hospitalmedicine.org/AM/Template.cfm?

Section=Home&TEMPLATE=/CM/HTMLDisplay. cfm&CONTENTID=5340

For hospitalists and trainees considering a career as an executive, the American College of Physician Executives can serve as a valuable resource.46 This organization, founded in 1975, offers educational resources, including publications, comprehensive CD‐ROM products, and 1‐day courses and master's degree programs in conjunction with several leading business schools in medical management. In addition, the Society of Hospital Medicine offers a Leadership Academy designed to assist practicing hospitalists in evaluating their leadership strengths and applying them to everyday management challenges.47 Such a program also can facilitate the development of a peer network and the mentoring relationships needed to achieve these goals.

Rewards and Challenges

The life of the physician executive can be rewarding, but making the transition may prove challenging. However, if physicians can navigate this transition successfully, they will likely find a wide array of opportunities, as demand for physician‐executives remains high.

One major challenge to becoming a physician‐executive is reconciling the administrative role with the initial desire to enter a career in clinical medicine.48 Physician‐executives who continue to see patients are more likely to be satisfied with their jobs than physician‐executives who do not.49 Physician‐executives also may feel they are being criticized by their purely clinical colleagues for working in the business or management of medicine.50 Actual or perceived lack of support may promote isolation and burnout.51 In addition, the constantly shifting landscape of health care administration results in a much more unstable environment than that found in clinical medicine. For example, the risk of termination for a physician‐executive is 20‐40 times higher than that for a practicing physician.50 The reasons for this higher risk include personal conflict with a boss, reorganization (ie, downsizing, merging, etc.), and immediate departure of a supervisor. Access to mentors, support groups, and the option to practice part time are all potential mechanisms to ensure long‐term success as a physician‐administrator.

CONCLUSIONS

As hospital medicine continues to grow and evolve, designing sustainable and rewarding academic careers will be crucial to the success of the field. Being able to balance clinical systole time with obtaining the skills to support nonclinical diastole time is important to ensuring a successful career as an academic hospitalist. We have described several possible career paths in teaching, research, quality improvement, and administration. By preparing future hospitalists with the knowledge and skills required to assume a variety of roles during their diastolic time, we hope to encourage the growth of hospitalist leaders with well‐developed skill sets. If hospitalists adequately prepare themselves, academic hospital medicine will likely remain sustainable and rewarding, and future generations of trainees will be inspired and prepared to enter the field.

Acknowledgements

We are grateful to Jennifer Higa and Kimberly Alvarez for their assistance in preparing this manuscript.

References
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Article PDF
Issue
Journal of Hospital Medicine - 1(6)
Publications
Page Number
368-377
Legacy Keywords
academic hospitalists, career development, education, research, quality, administration
Sections
Article PDF
Article PDF

There is a growing demand for hospitalists in the United States. In academic settings, hospitalists are called on to perform a variety of duties, from leading quality improvement initiatives to serving on hospital committees to helping to offset restrictions on work hours of the house staff.1 Although hospitalists may be well positioned to take on these roles, obtaining adequate protected time and recognition for such contributions remains a challenge. The existing promotion and tenure processes at academic institutions may not give adequate consideration to such responsibilities. Hospitalists who do not meet the traditional benchmarks of teaching and research may suffer in their career advancement and, ultimately, in their desire to remain in academics. Developing a sustainable and long‐term career in hospital medicine is important not only from a professional developmental standpoint, but also because it may lead to better patient care; evidence from a large multicenter hospitalist study suggests that physician experience is linked to improved patient care and outcomes.2 Thus, it behooves academic medical centers that employ hospitalists to create rewarding hospitalist career paths.

Goldman described academic hospital medicine as comprising periods of systole, during which hospitalists provide clinical care, and periods of diastole, the portion of a hospitalist's time spent in nonclinical activities.3 Far from being a period of relaxation, diastole is an active component of a hospitalist's work, the time devoted to the pursuit of complementary interests, career advancement, and job diversity. A well‐thought‐out plan for the diastolic phase of a hospitalist job description can lead to significant improvement in quality, education, research, and outcomes for an academic medical center.4 A good balance of systole and diastole allows for focus on career development and advancement and has the potential to be very helpful in preventing burnout. This is of particular concern to academic hospitalists, who report working longer hours, feeling more stress, and worrying more about burnout than their nonhospitalist colleagues.5 This suggests the diastolic phase is an important part of creating a sustainable hospitalist job and should be funded as part of an academic hospitalist position.

Although the optimal balance of systole and diastole to prevent burnout is not known, outlining clear expectations is an important strategy for preparing physicians for a sustainable academic hospitalist career. This is an important issue, given the increasing number of residency graduates who are choosing careers in hospital medicine.6 Based on the reported career plans of residents taking internal medicine in‐training exams from 2002 through 2006, the number of residents going into hospital medicine has more than doubled, from 3% (in 2002) to 6.5% (in 2006). The goal of this article is to compare and contrast several career paths that balance systole and diastole in academic hospital medicine. Specifically, we review training opportunities for becoming a successful hospitalist‐educator, hospitalistquality expert, hospitalist‐investigator, and hospitalist‐administrator.

EDUCATION (THE HOSPITALIST‐EDUCATOR)

Hospitalists in academic centers often play central roles as teachers and leaders in medical education. This is not surprising given that most teaching of medical trainees occurs in the inpatient setting.7 Furthermore, several studies have consistently demonstrated that trainee satisfaction with teaching by hospitalists is high, and hospitalists are rated as more effective teachers than traditional subspecialist ward attendings.810

A typical hospitalist‐educator position is 80%‐90% clinical time, with 10%‐20% set aside for teaching. However, academic hospitalists are often expected to teach medical trainees concurrently with their clinical care activities, rather than during a separate, protected time.11 Thus, most hospitalist‐educator responsibilities do not occur during diastole, as may be conceived, but instead are add to the systole. Small amounts of protected diastolic time for a hospitalist‐educator can be used for related administrative activities, such as writing letters of recommendation, mentoring students and residents, doing creative thinking and curriculum development, and conducting educational research, such as evaluating a new educational program or curriculum. Some hospitalist‐educator positions, such as director of the residency program or internal medicine clerkship, are exceptions in that they generally include a greater amount of protected time, which may be earmarked for administrative activities and hands‐on teaching.

Education and Training

One possibility for advanced training in education is the addition of a chief resident year, either at a physician's own institution or at another academic center. Such a year provides an opportunity to consolidate knowledge, build a teaching portfolio, and accumulate expertise in an area such as evidence‐based medicine or perioperative care. Serving as a chief resident can enhance subsequent applications by being able to demonstrate the ability to teach and, more importantly, to assume a leadership role within an organization. These skills can be applied to a number of activities in an academic hospitalist program, such as heading a committee, teaching during inpatient service time, or developing a new course for students, residents, or faculty.

An advanced training program in medical education is also an option (Table 1). Offerings include medical education fellowship training, formal degree‐granting programs (such as a master's in health professions education), or short‐term intensive coursework. Fellowships and degree‐granting programs are generally 2‐year programs designed for health professionals who want to better prepare for educational leadership roles. Core topics include curriculum development, program evaluation, instruction, student assessment, current educational issues, research methods, and leadership. An alternative option for busy clinician‐educators is online or distance learning courses in medical education, which cover similar topics and skill sets. In early 2006 the Society of Hospital Medicine released the Core Competencies in Hospital Medicine, which can serve as a useful framework for developing novel inpatient curricula for faculty, residents, and students.12, 13

Medical Education
DescriptionLength of timeCostSource/website
Degrees/fellowships
Master's in health professional education (MHPE): Preparation for educational leadership roles. Typical coursework in curriculum development, program evaluation, instruction, student assessment, current educational issues, research methods, and leadership.Varies according to programTuition ranges from approximately $1500‐$4300Example: University of Illinois

http://www.uic.edu/com/mcme/mhpeweb/Home.html

Fellowship in medical education: Prepares faculty to pursue scholarship in medical education or educational leadership or to become effective teachers through workshops, coursework, and/or a mentored project. Often affiliated with a department of medical education.Varies according to program. Generally 1 year.Varies. May be subsidized in certain institutions as part of internal faculty development.Example: University of Michigan

http://www.med.umich.edu/meded/MESP/

Short‐term coursework
Harvard Macy Institute: Programs designed to promote leadership and scholarship in medical education1‐ or 2‐week programsFees for the year 2006 are $4500 USD.

http://www.harvardmacy.org

Stanford Faculty Development Center (SFDC): Train‐the‐trainer approach for clinical teaching and professionalism in contemporary practice4‐week training sessionsThe institutions of faculty selected for the month‐long training programs are asked to pay a fee of $5000. Transportation, housing and food are not included.

http://sfdc.stanford.edu/

Short‐term extramural courses offered by institutions such as the Harvard Macy Institute for Medical Educators and the Stanford Faculty Development Program in Teaching can also provide advanced instruction to hospitalist‐educators.14, 15 In addition to these training programs, the Society of General Internal Medicine, along with other professional societies, offers career development workshops for clinician educators on topics such as curriculum development and teaching skills.

Regardless of the type of training, adequate mentorship and resources are critical to the successful application of new skills to the design or evaluation of hospital‐based curricula. Mentorship may be available from institutional leaders in medical education, even those not formally affiliated with the hospitalist program. For instance, medical school leaders, such as deans, division chiefs, chairpersons, program directors, and clerkship directors, can often be helpful in guiding junior faculty in obtaining skills and time for teaching.

We encourage those interested in a career in medical education to begin volunteering at their institution early on. Volunteering to directly teach residents and students (eg, assisting in introduction to clinical medicine, giving lectures to third‐year clerks) can be a valuable way of becoming distinguished as a qualified teacher. Likewise, joining a professional medical society of individuals with similar interests can facilitate mentorship and skill acquisition. Certain professional medical societies, such as the American College of Physicians, promote national recognition through awarding fellowships, an honor for those physicians who have demonstrated superior competence in internal medicine, professional accomplishment, and scholarship.16 Developing concrete examples of expertise in the field, such as through the publication of abstracts and articles on medical education and development of curricula, help lead to advancement in the educational track. Clear focus on a career path, development of an intellectual product, positive learner evaluation of educational activities, and national recognition can all be used by an academic institution to evaluate suitability for promotion.

Rewards and Challenges

One of the rewards of a hospitalist‐educator career is being able to meaningfully interact with a variety of trainees, including medical students and residents. As teaching attendings, hospitalist‐educators are likely to engage students and residents for short‐term but intensive periods, resulting in the ability to influence career choice and professional growth as a physician.17 Hospitalists may be called on by trainees to serve as mentors or advisers and to write letters of recommendation. In addition, with experience, hospitalist‐educators are well positioned to serve in administrative roles in medical education, such as clerkship director or program director.

Burnout is a particular concern for hospitalist‐educators, given the heavy clinical demands of inpatient academic service combined with the additional pressure to be academically productive.5 Because of this, it is important to design academic hospitalist‐educator positions with a diastole that contains time to recover from the heavy clinical demands of inpatient service, in addition to providing time for career development activities.

Successful career development as an educator can be difficult. There are relatively few venues at which educational work can be peer‐evaluated and published, which are keys to successful academic promotion.18 Because some educational journals are highly competitive, one possibility way to get educational work disseminated is through the MedEd Portal, sponsored by the Association of American Medical Colleges, which allows peer review of medical educational materials, including innovative curricula.19 In addition to original research contributions, many scientific meetings and medical education journals also accept descriptions of interesting clinical vignettes and innovations in medical education. New online education journals, such as BMC Medical Education and Seminars in Medical Practice, have expanded publication opportunities.20

Limited opportunities are available to help fund research in medical education. Although funding may be more readily available to educators who focus on a particular clinical entity or patient population, most medical education research is conducted with inadequate funding and requires extensive donated time by committed faculty.21 For this reason, securing advanced training in medical education and having protected time will allow hospitalists on the educator track to compete more successfully for limited educational research dollars and to have sufficient time to produce and publish scholarly work, thus improving their chances of academic success and career satisfaction.

CLINICAL QUALITY AND OPERATIONS IMPROVEMENT (THE HOSPITALISTQUALITY EXPERT)

Hospitalists are increasingly being called on to lead clinical quality and operations improvement at academic teaching hospitals. Benefits to the institution include the consistent presence of a committed physician who is able to plan and execute change in the context of clinical care. This is in contrast to the transient nature of residents and nonhospitalist attending physicians, whose ability to participate in such initiatives is impaired by the scheduling of their rotations. Hospitalists, however, are often able to cultivate long‐standing relationships with nurses, case managers, and hospital administrators, thereby building the institutional clout to lead such initiatives while considering views from all the necessary stakeholders.22 Thus, they are in a good position to serve as physician champions and expedite the adoption of new innovations within hospitalist groups and among other physician groups and clinical staff.23, 24

Education and Training

Being a successful agent of change requires knowledge of the science of quality improvement coupled with the skills necessary to make such changes, such as the ability to perform a needs assessment, to develop measures of performance, to negotiate and motivate others to change behaviors, to adopt new tools and practices, and to implement and test interventions designed to improve care. It is possible for residents or junior faculty members to gain this experience through designing and implementing a quality improvement project during residency training under the direction of a mentor.25, 26 However, given the likely variability in such experience, there is no substitute for formal training in these core areas of hospital medicine.

A broad range of opportunities for advanced training in quality and operations improvement are available (Table 2). Choosing the correct program may depend on baseline expertise, availability, and the desired level of involvement. For example, introductions to these skills can be obtained through precourses or workshops at medical conferences such as the Institute of Healthcare Improvement or the Society of Hospital Medicine. For more in‐depth training, the Advanced Training Program (ATP) in Health Care Delivery Improvement, sponsored by Intermountain Healthcare, offers 12‐ to 21‐day in‐depth minicourses designed to train individuals for leadership positions in quality and safety.27 Lastly, more structured fellowships, such as the Veterans Affairs Quality Scholars Program or the George W. Merck Fellowships in Health Care Improvement, offer junior and midcareer faculty the opportunity to obtain formal training in the science of quality improvement.28, 29 Because early‐career hospitalists may face geographic and financial restrictions, exploration of local or institutional opportunities for advanced education in quality improvement can be particularly important.

Quality Improvement
DescriptionLength of timeCostSource/website
Degrees/fellowships
Veterans Association National Quality Scholars: Fellowship to learn and apply knowledge for improvement of health care2 yearsNo cost, application to fellowship program required

http://www.dartmouth.edu/cecs/

fellowships/vaqs.html
George W. Merck Fellowship: Mentored research or improvement project at Institute of Healthcare Improvement with a plan to return to home institution to execute change1 yearNo cost, application to fellowship program required

http://www.ihi.org/IHI/About/Fellowships/

Short‐term coursework
Intermountain Health Care: Designed to give executives and quality improvement leaders the necessary tools to conduct clinical practice improvement projects.20‐ and 12‐day training programs in Salt Lake City, UTTuition for the 20‐day program:

 

  • $8500 for the first person from each clinical team or organization

  • $8000 for the second person attending the same session

  • $7500 for the third person attending the same session

 

http://cme.ihc.com/xp/emhe/emnstitute/education/

Rewards and Challenges

Engaging in successful clinical or process improvement can be very rewarding, both professionally and personally. Professional gains include building new interdisciplinary relationships and infrastructure to continually monitor and improve key performance measures. In addition, a rigorous evaluation of this type of work can result in being able to make presentations at national meetings or to be published in a variety of peer‐reviewed medical journals, including specialty journals for quality improvement work, such as Quality and Safety in Healthcare and the Joint Commission Journal on Quality Improvement. Many national medical meetings, such as the Institute for Healthcare Improvement, the Society of Hospital Medicine and other subspecialty society meetings, also provide an opportunity to showcase innovations in practice.

Despite the potential rewards, it can also be challenging for academic hospitalists to participate in or lead quality improvement projects. One major challenge is ensuring that hospitalists are engaged in improvement work that is aligned with the interests of the hospital. Because most hospital administrators and frontline staff are employed by the hospital, whereas those comprising the academic faculty are employed by the university, this alignment is not always guaranteed. For example, an area of interest to a hospitalist that also could lead to academic productivity and career advancement might not be considered a priority area of improvement for the hospital because of competing clinical or operations improvements. In this scenario, it can be extremely difficult to engage other stakeholders such as nurses or administrative support staff in order to make a meaningful, sustainable change or improvement. To avoid this situation, it can be helpful from the outset to partner with hospital quality leaders in discussing priority areas, with attention to any potential interface in which hospitalist expertise is needed. In the event a potential project or area is identified, a hospitalist is particularly well positioned to serve as a physician champion, which is often key to the success of any hospitalwide initiative. In some cases, hospital funding may be available for these types of initiatives, increasing the likelihood of resource development for sustainable change.

RESEARCH (THE HOSPITALIST‐INVESTIGATOR)

Few hospitalists devote most of their time to clinical research. Having a strong research base is essential for the field of hospital medicine to gain credibility as a distinct specialty.4 Although the initial research in hospital medicine sought to prove the value of the field itself, hospitalists have now begun to focus on quality improvement and outcomes research.3032 Because of their unique position in clinical care, hospitalists are well situated to oversee inpatient data collection and perform research on a variety of conditions ranging from acute coronary syndromes to venous thromboembolism. Another potential area of research for hospitalists is participation in clinical trials focused on the inpatient setting. Although the proportion of time spent in research can vary widely, to become an independently successful clinical researcher typically requires a substantial amount of time be devoted to research. In general, at least 50% protected time, greater if possible, is recommended.

Education and Training

To develop a career around research generally requires advanced training in research methods. The most frequently used option for obtaining such training is through completing a clinical research fellowship in general internal medicine or an equivalent program, such as the fellowships administered by the Robert Wood Johnson Clinical Scholars Program (Table 3).33 Several academic centers also have developed such hospital medicine fellowships, which often can be tailored to provide the desired experience in research ethics, methodology, and statistical analysis.34, 35 In selecting a training program, prospective hospitalist‐researchers should consider the availability of suitable research mentors. Because hospital medicine as a field is relatively new, research mentors within the group of hospitalists may be scarce; if so, researchers should seek appropriate mentorship from established investigators in other programs or departments. Effective mentorship is a strong predictor of future research success.36

Research
DescriptionLength of timeCostSource/website
Degrees/fellowships
Hospital or General Medicine Fellowships: Designed to provide clinical research training through mentored projects and coursework with possible master's degreeGenerally 2‐year programsNo cost, application to program is required. Stipends vary. No cost, application to program is requiredHospital Medicine:

http://www.hospitalmedicine.org/

Content/NavigationMenu/Education/Hospital MedicinePrograms/Hospital_Medicine_Pr.htm General Medicine:

http://www.sgim.org/fellowshipdir.cfm

Robert Wood Johnson Clinical‐Scholars Program: Training in health services research with an emphasis on community‐based research and leadership training.2 yearsStipends currently range from $48,000 to $50,000 per year, depending on the training site.Robert Wood Johnson:

http://rwjcsp.stanford.edu/

Short‐term coursework
University‐based summer programs in clinical research (eg, Harvard University Summer Session for Public Health Studies which features graduate courses in epidemiology, biostatistics, economics, health care management, etc.)Intensive 3‐week courses in Harvard University Summer Session2004 tuition for each 2.5‐credit course was $1830. There is a nonrefundable deposit/registration fee of $125. These fees do not include certain course materials (ie, texts estimated at $60 per course).Example: Harvard School of Public Health

http://www.hsph.harvard.edu/summer/brochure/

Negotiating protected time can be challenging for new investigators, particularly when hospitalist salaries are generated by clinical activity. Some academic programs are willing to provide a few years of departmental support to promising young investigators in order to allow them to develop their research program and obtain additional funding. Several career development awards are available through the National Institutes of Health and through nonfederally funded sources.37, 38 These awards generally protect 3‐5 years of a researcher's time for research and require that a substantial proportion of time be devoted to that purpose, often at least 75%.

To gain visibility as a researcher, it is advantageous to present original findings at national meetings, such as those of the Society of Hospital Medicine, the Society of General Internal Medicine, and other subspecialty meetings.39, 40 These meetings not only increase awareness of a hospitalist's research but also provide opportunities for networking and developing collaboration on research. Many societies, including the Society of Hospital Medicine, have research abstract competitions and offer research grants for investigators that can help to fund projects and support protected time.

Rewards and Challenges

There are many rewards and opportunities for a hospitalist investigator, particularly because the field is young and there are many unanswered research questions related to inpatient medicine. There are also the intrinsic rewards of being devoted to scientific inquiry and having greater autonomy over how time is spent. A hospitalist's schedule can be well suited to research. Although attending on the wards can be very time‐consuming, time off the wards is often free of outpatient duties and can be entirely devoted to research.

There are also several challenges to becoming a successful researcher. The pressure to obtain grant funding and publish high‐quality scientific manuscripts is high. Obtaining sufficient protected time may be difficult in busy clinical departments, and applying for grant funding is both time‐consuming and highly competitive. It is very important to be familiar with the specific criteria for academic promotion at one's institution. Understanding these expectations can help to effectively prioritize activities. Standard requirements generally include number and quality of articles published in peer‐reviewed journals, successful application for research funding, national recognition in the field, service to the institution and research community, and evidence of research independence. One significant challenge is the lack of a single large funding source for hospital‐related research. Although the Agency for Healthcare Research and Quality funds studies related to hospital care, such as on the quality of care or cost effectiveness of various system‐based hospital care interventions, their budget for investigator‐initiated proposals is limited.41 One promising funding source for research in hospital care is from agencies and foundations dedicated to the aging population, such as the National Institute for Aging (NIA), the Hartford Foundation, and the Aetna Foundation, to name a few.42, 43 Yet research on hospital care alone, without detailed attention to issues unique to geriatric‐specific conditions or populations, is unlikely to be funded by these avenues. With few federal grant programs directly suited to the emerging research agenda in hospital medicine, hospitalist‐investigators may be at a disadvantage for obtaining tenure‐track positions, compared with their subspecialist colleagues, who may receive funding from NIH agencies or foundations dedicated to their own field.

ADMINISTRATION (THE HOSPITALIST‐ADMINISTRATOR)

Physician leaders in hospital administration are not new. Many hospitals already include physicians in senior management positions, such as chief medical officer.44 Naturally, a career in hospital administration is another potential path for diastole in academic medical centers.

Education and Training

Although a master of business, health administration, or medical management is not a prerequisite for the physician who wants to move into management, it is an increasingly important credential for senior administrative positions (Table 4). Primarily, it serves as a signal that a physician is committed to management and has a working knowledge of strategic planning, business models, human resources, leadership, and clinical operations. For physicians without formal business training who are interested in management, exploring internal opportunities is a necessary first step. Likewise, getting a business degree is not as important as management experience. The successful application of business skills requires practice, mentoring, and on‐the‐job experience. For hospitalists, this experience could be obtained by volunteering to serve on committees such as utilization review, quality assurance, credentialing, or medical staff executive committees. In lieu of a graduate degree, physicians may wish to participate in one of the many fellowships in health services administration. These programs generally aim to provide practical mentored learning experience in a health care organization and may last up to 2 years.45

Leadership/Administration
DescriptionLength of timeCostSource/website
Degrees/fellowships
Master's in business administration (MBA): General management core with option for courses specializing in health care.Generally 2‐year programVaries in accordance with each institution.Directory websites (MBA):

http://mba.gradschools.com/

Master's in health administration (MHA): Studies in analytic and management needs of health care.Generally 2‐year programVaries in accordance with each institution.Directory websites (MHA):

http://www.aupha.org/em4a/pages/emndex.cfm?pageid=3359

Fellowship in health services administration: Preceptor‐directed program that provides practical learning experience in a health care organization beyond graduate‐level academic instruction.Usually lasts 1‐2 years.Compensation varies. Median reported as $39,055.Directory (American College of Healthcare Executives):

http://www.ache.org/pgfd/guidelines_cont3.cfm

Short‐term coursework
Society of Hospital Medicine Leadership Academy: Instruction for hospitalists in leading change, communicating effectively, handling conflict and negotiation, doing strategic planning, and interpreting hospital business drivers. Held biannually.3‐ to 4‐day program$1400‐$1600. Discounted rate for members of Society of Hospital Medicine

http://www.hospitalmedicine.org/AM/Template.cfm?

Section=Home&TEMPLATE=/CM/HTMLDisplay. cfm&CONTENTID=5340

For hospitalists and trainees considering a career as an executive, the American College of Physician Executives can serve as a valuable resource.46 This organization, founded in 1975, offers educational resources, including publications, comprehensive CD‐ROM products, and 1‐day courses and master's degree programs in conjunction with several leading business schools in medical management. In addition, the Society of Hospital Medicine offers a Leadership Academy designed to assist practicing hospitalists in evaluating their leadership strengths and applying them to everyday management challenges.47 Such a program also can facilitate the development of a peer network and the mentoring relationships needed to achieve these goals.

Rewards and Challenges

The life of the physician executive can be rewarding, but making the transition may prove challenging. However, if physicians can navigate this transition successfully, they will likely find a wide array of opportunities, as demand for physician‐executives remains high.

One major challenge to becoming a physician‐executive is reconciling the administrative role with the initial desire to enter a career in clinical medicine.48 Physician‐executives who continue to see patients are more likely to be satisfied with their jobs than physician‐executives who do not.49 Physician‐executives also may feel they are being criticized by their purely clinical colleagues for working in the business or management of medicine.50 Actual or perceived lack of support may promote isolation and burnout.51 In addition, the constantly shifting landscape of health care administration results in a much more unstable environment than that found in clinical medicine. For example, the risk of termination for a physician‐executive is 20‐40 times higher than that for a practicing physician.50 The reasons for this higher risk include personal conflict with a boss, reorganization (ie, downsizing, merging, etc.), and immediate departure of a supervisor. Access to mentors, support groups, and the option to practice part time are all potential mechanisms to ensure long‐term success as a physician‐administrator.

CONCLUSIONS

As hospital medicine continues to grow and evolve, designing sustainable and rewarding academic careers will be crucial to the success of the field. Being able to balance clinical systole time with obtaining the skills to support nonclinical diastole time is important to ensuring a successful career as an academic hospitalist. We have described several possible career paths in teaching, research, quality improvement, and administration. By preparing future hospitalists with the knowledge and skills required to assume a variety of roles during their diastolic time, we hope to encourage the growth of hospitalist leaders with well‐developed skill sets. If hospitalists adequately prepare themselves, academic hospital medicine will likely remain sustainable and rewarding, and future generations of trainees will be inspired and prepared to enter the field.

Acknowledgements

We are grateful to Jennifer Higa and Kimberly Alvarez for their assistance in preparing this manuscript.

There is a growing demand for hospitalists in the United States. In academic settings, hospitalists are called on to perform a variety of duties, from leading quality improvement initiatives to serving on hospital committees to helping to offset restrictions on work hours of the house staff.1 Although hospitalists may be well positioned to take on these roles, obtaining adequate protected time and recognition for such contributions remains a challenge. The existing promotion and tenure processes at academic institutions may not give adequate consideration to such responsibilities. Hospitalists who do not meet the traditional benchmarks of teaching and research may suffer in their career advancement and, ultimately, in their desire to remain in academics. Developing a sustainable and long‐term career in hospital medicine is important not only from a professional developmental standpoint, but also because it may lead to better patient care; evidence from a large multicenter hospitalist study suggests that physician experience is linked to improved patient care and outcomes.2 Thus, it behooves academic medical centers that employ hospitalists to create rewarding hospitalist career paths.

Goldman described academic hospital medicine as comprising periods of systole, during which hospitalists provide clinical care, and periods of diastole, the portion of a hospitalist's time spent in nonclinical activities.3 Far from being a period of relaxation, diastole is an active component of a hospitalist's work, the time devoted to the pursuit of complementary interests, career advancement, and job diversity. A well‐thought‐out plan for the diastolic phase of a hospitalist job description can lead to significant improvement in quality, education, research, and outcomes for an academic medical center.4 A good balance of systole and diastole allows for focus on career development and advancement and has the potential to be very helpful in preventing burnout. This is of particular concern to academic hospitalists, who report working longer hours, feeling more stress, and worrying more about burnout than their nonhospitalist colleagues.5 This suggests the diastolic phase is an important part of creating a sustainable hospitalist job and should be funded as part of an academic hospitalist position.

Although the optimal balance of systole and diastole to prevent burnout is not known, outlining clear expectations is an important strategy for preparing physicians for a sustainable academic hospitalist career. This is an important issue, given the increasing number of residency graduates who are choosing careers in hospital medicine.6 Based on the reported career plans of residents taking internal medicine in‐training exams from 2002 through 2006, the number of residents going into hospital medicine has more than doubled, from 3% (in 2002) to 6.5% (in 2006). The goal of this article is to compare and contrast several career paths that balance systole and diastole in academic hospital medicine. Specifically, we review training opportunities for becoming a successful hospitalist‐educator, hospitalistquality expert, hospitalist‐investigator, and hospitalist‐administrator.

EDUCATION (THE HOSPITALIST‐EDUCATOR)

Hospitalists in academic centers often play central roles as teachers and leaders in medical education. This is not surprising given that most teaching of medical trainees occurs in the inpatient setting.7 Furthermore, several studies have consistently demonstrated that trainee satisfaction with teaching by hospitalists is high, and hospitalists are rated as more effective teachers than traditional subspecialist ward attendings.810

A typical hospitalist‐educator position is 80%‐90% clinical time, with 10%‐20% set aside for teaching. However, academic hospitalists are often expected to teach medical trainees concurrently with their clinical care activities, rather than during a separate, protected time.11 Thus, most hospitalist‐educator responsibilities do not occur during diastole, as may be conceived, but instead are add to the systole. Small amounts of protected diastolic time for a hospitalist‐educator can be used for related administrative activities, such as writing letters of recommendation, mentoring students and residents, doing creative thinking and curriculum development, and conducting educational research, such as evaluating a new educational program or curriculum. Some hospitalist‐educator positions, such as director of the residency program or internal medicine clerkship, are exceptions in that they generally include a greater amount of protected time, which may be earmarked for administrative activities and hands‐on teaching.

Education and Training

One possibility for advanced training in education is the addition of a chief resident year, either at a physician's own institution or at another academic center. Such a year provides an opportunity to consolidate knowledge, build a teaching portfolio, and accumulate expertise in an area such as evidence‐based medicine or perioperative care. Serving as a chief resident can enhance subsequent applications by being able to demonstrate the ability to teach and, more importantly, to assume a leadership role within an organization. These skills can be applied to a number of activities in an academic hospitalist program, such as heading a committee, teaching during inpatient service time, or developing a new course for students, residents, or faculty.

An advanced training program in medical education is also an option (Table 1). Offerings include medical education fellowship training, formal degree‐granting programs (such as a master's in health professions education), or short‐term intensive coursework. Fellowships and degree‐granting programs are generally 2‐year programs designed for health professionals who want to better prepare for educational leadership roles. Core topics include curriculum development, program evaluation, instruction, student assessment, current educational issues, research methods, and leadership. An alternative option for busy clinician‐educators is online or distance learning courses in medical education, which cover similar topics and skill sets. In early 2006 the Society of Hospital Medicine released the Core Competencies in Hospital Medicine, which can serve as a useful framework for developing novel inpatient curricula for faculty, residents, and students.12, 13

Medical Education
DescriptionLength of timeCostSource/website
Degrees/fellowships
Master's in health professional education (MHPE): Preparation for educational leadership roles. Typical coursework in curriculum development, program evaluation, instruction, student assessment, current educational issues, research methods, and leadership.Varies according to programTuition ranges from approximately $1500‐$4300Example: University of Illinois

http://www.uic.edu/com/mcme/mhpeweb/Home.html

Fellowship in medical education: Prepares faculty to pursue scholarship in medical education or educational leadership or to become effective teachers through workshops, coursework, and/or a mentored project. Often affiliated with a department of medical education.Varies according to program. Generally 1 year.Varies. May be subsidized in certain institutions as part of internal faculty development.Example: University of Michigan

http://www.med.umich.edu/meded/MESP/

Short‐term coursework
Harvard Macy Institute: Programs designed to promote leadership and scholarship in medical education1‐ or 2‐week programsFees for the year 2006 are $4500 USD.

http://www.harvardmacy.org

Stanford Faculty Development Center (SFDC): Train‐the‐trainer approach for clinical teaching and professionalism in contemporary practice4‐week training sessionsThe institutions of faculty selected for the month‐long training programs are asked to pay a fee of $5000. Transportation, housing and food are not included.

http://sfdc.stanford.edu/

Short‐term extramural courses offered by institutions such as the Harvard Macy Institute for Medical Educators and the Stanford Faculty Development Program in Teaching can also provide advanced instruction to hospitalist‐educators.14, 15 In addition to these training programs, the Society of General Internal Medicine, along with other professional societies, offers career development workshops for clinician educators on topics such as curriculum development and teaching skills.

Regardless of the type of training, adequate mentorship and resources are critical to the successful application of new skills to the design or evaluation of hospital‐based curricula. Mentorship may be available from institutional leaders in medical education, even those not formally affiliated with the hospitalist program. For instance, medical school leaders, such as deans, division chiefs, chairpersons, program directors, and clerkship directors, can often be helpful in guiding junior faculty in obtaining skills and time for teaching.

We encourage those interested in a career in medical education to begin volunteering at their institution early on. Volunteering to directly teach residents and students (eg, assisting in introduction to clinical medicine, giving lectures to third‐year clerks) can be a valuable way of becoming distinguished as a qualified teacher. Likewise, joining a professional medical society of individuals with similar interests can facilitate mentorship and skill acquisition. Certain professional medical societies, such as the American College of Physicians, promote national recognition through awarding fellowships, an honor for those physicians who have demonstrated superior competence in internal medicine, professional accomplishment, and scholarship.16 Developing concrete examples of expertise in the field, such as through the publication of abstracts and articles on medical education and development of curricula, help lead to advancement in the educational track. Clear focus on a career path, development of an intellectual product, positive learner evaluation of educational activities, and national recognition can all be used by an academic institution to evaluate suitability for promotion.

Rewards and Challenges

One of the rewards of a hospitalist‐educator career is being able to meaningfully interact with a variety of trainees, including medical students and residents. As teaching attendings, hospitalist‐educators are likely to engage students and residents for short‐term but intensive periods, resulting in the ability to influence career choice and professional growth as a physician.17 Hospitalists may be called on by trainees to serve as mentors or advisers and to write letters of recommendation. In addition, with experience, hospitalist‐educators are well positioned to serve in administrative roles in medical education, such as clerkship director or program director.

Burnout is a particular concern for hospitalist‐educators, given the heavy clinical demands of inpatient academic service combined with the additional pressure to be academically productive.5 Because of this, it is important to design academic hospitalist‐educator positions with a diastole that contains time to recover from the heavy clinical demands of inpatient service, in addition to providing time for career development activities.

Successful career development as an educator can be difficult. There are relatively few venues at which educational work can be peer‐evaluated and published, which are keys to successful academic promotion.18 Because some educational journals are highly competitive, one possibility way to get educational work disseminated is through the MedEd Portal, sponsored by the Association of American Medical Colleges, which allows peer review of medical educational materials, including innovative curricula.19 In addition to original research contributions, many scientific meetings and medical education journals also accept descriptions of interesting clinical vignettes and innovations in medical education. New online education journals, such as BMC Medical Education and Seminars in Medical Practice, have expanded publication opportunities.20

Limited opportunities are available to help fund research in medical education. Although funding may be more readily available to educators who focus on a particular clinical entity or patient population, most medical education research is conducted with inadequate funding and requires extensive donated time by committed faculty.21 For this reason, securing advanced training in medical education and having protected time will allow hospitalists on the educator track to compete more successfully for limited educational research dollars and to have sufficient time to produce and publish scholarly work, thus improving their chances of academic success and career satisfaction.

CLINICAL QUALITY AND OPERATIONS IMPROVEMENT (THE HOSPITALISTQUALITY EXPERT)

Hospitalists are increasingly being called on to lead clinical quality and operations improvement at academic teaching hospitals. Benefits to the institution include the consistent presence of a committed physician who is able to plan and execute change in the context of clinical care. This is in contrast to the transient nature of residents and nonhospitalist attending physicians, whose ability to participate in such initiatives is impaired by the scheduling of their rotations. Hospitalists, however, are often able to cultivate long‐standing relationships with nurses, case managers, and hospital administrators, thereby building the institutional clout to lead such initiatives while considering views from all the necessary stakeholders.22 Thus, they are in a good position to serve as physician champions and expedite the adoption of new innovations within hospitalist groups and among other physician groups and clinical staff.23, 24

Education and Training

Being a successful agent of change requires knowledge of the science of quality improvement coupled with the skills necessary to make such changes, such as the ability to perform a needs assessment, to develop measures of performance, to negotiate and motivate others to change behaviors, to adopt new tools and practices, and to implement and test interventions designed to improve care. It is possible for residents or junior faculty members to gain this experience through designing and implementing a quality improvement project during residency training under the direction of a mentor.25, 26 However, given the likely variability in such experience, there is no substitute for formal training in these core areas of hospital medicine.

A broad range of opportunities for advanced training in quality and operations improvement are available (Table 2). Choosing the correct program may depend on baseline expertise, availability, and the desired level of involvement. For example, introductions to these skills can be obtained through precourses or workshops at medical conferences such as the Institute of Healthcare Improvement or the Society of Hospital Medicine. For more in‐depth training, the Advanced Training Program (ATP) in Health Care Delivery Improvement, sponsored by Intermountain Healthcare, offers 12‐ to 21‐day in‐depth minicourses designed to train individuals for leadership positions in quality and safety.27 Lastly, more structured fellowships, such as the Veterans Affairs Quality Scholars Program or the George W. Merck Fellowships in Health Care Improvement, offer junior and midcareer faculty the opportunity to obtain formal training in the science of quality improvement.28, 29 Because early‐career hospitalists may face geographic and financial restrictions, exploration of local or institutional opportunities for advanced education in quality improvement can be particularly important.

Quality Improvement
DescriptionLength of timeCostSource/website
Degrees/fellowships
Veterans Association National Quality Scholars: Fellowship to learn and apply knowledge for improvement of health care2 yearsNo cost, application to fellowship program required

http://www.dartmouth.edu/cecs/

fellowships/vaqs.html
George W. Merck Fellowship: Mentored research or improvement project at Institute of Healthcare Improvement with a plan to return to home institution to execute change1 yearNo cost, application to fellowship program required

http://www.ihi.org/IHI/About/Fellowships/

Short‐term coursework
Intermountain Health Care: Designed to give executives and quality improvement leaders the necessary tools to conduct clinical practice improvement projects.20‐ and 12‐day training programs in Salt Lake City, UTTuition for the 20‐day program:

 

  • $8500 for the first person from each clinical team or organization

  • $8000 for the second person attending the same session

  • $7500 for the third person attending the same session

 

http://cme.ihc.com/xp/emhe/emnstitute/education/

Rewards and Challenges

Engaging in successful clinical or process improvement can be very rewarding, both professionally and personally. Professional gains include building new interdisciplinary relationships and infrastructure to continually monitor and improve key performance measures. In addition, a rigorous evaluation of this type of work can result in being able to make presentations at national meetings or to be published in a variety of peer‐reviewed medical journals, including specialty journals for quality improvement work, such as Quality and Safety in Healthcare and the Joint Commission Journal on Quality Improvement. Many national medical meetings, such as the Institute for Healthcare Improvement, the Society of Hospital Medicine and other subspecialty society meetings, also provide an opportunity to showcase innovations in practice.

Despite the potential rewards, it can also be challenging for academic hospitalists to participate in or lead quality improvement projects. One major challenge is ensuring that hospitalists are engaged in improvement work that is aligned with the interests of the hospital. Because most hospital administrators and frontline staff are employed by the hospital, whereas those comprising the academic faculty are employed by the university, this alignment is not always guaranteed. For example, an area of interest to a hospitalist that also could lead to academic productivity and career advancement might not be considered a priority area of improvement for the hospital because of competing clinical or operations improvements. In this scenario, it can be extremely difficult to engage other stakeholders such as nurses or administrative support staff in order to make a meaningful, sustainable change or improvement. To avoid this situation, it can be helpful from the outset to partner with hospital quality leaders in discussing priority areas, with attention to any potential interface in which hospitalist expertise is needed. In the event a potential project or area is identified, a hospitalist is particularly well positioned to serve as a physician champion, which is often key to the success of any hospitalwide initiative. In some cases, hospital funding may be available for these types of initiatives, increasing the likelihood of resource development for sustainable change.

RESEARCH (THE HOSPITALIST‐INVESTIGATOR)

Few hospitalists devote most of their time to clinical research. Having a strong research base is essential for the field of hospital medicine to gain credibility as a distinct specialty.4 Although the initial research in hospital medicine sought to prove the value of the field itself, hospitalists have now begun to focus on quality improvement and outcomes research.3032 Because of their unique position in clinical care, hospitalists are well situated to oversee inpatient data collection and perform research on a variety of conditions ranging from acute coronary syndromes to venous thromboembolism. Another potential area of research for hospitalists is participation in clinical trials focused on the inpatient setting. Although the proportion of time spent in research can vary widely, to become an independently successful clinical researcher typically requires a substantial amount of time be devoted to research. In general, at least 50% protected time, greater if possible, is recommended.

Education and Training

To develop a career around research generally requires advanced training in research methods. The most frequently used option for obtaining such training is through completing a clinical research fellowship in general internal medicine or an equivalent program, such as the fellowships administered by the Robert Wood Johnson Clinical Scholars Program (Table 3).33 Several academic centers also have developed such hospital medicine fellowships, which often can be tailored to provide the desired experience in research ethics, methodology, and statistical analysis.34, 35 In selecting a training program, prospective hospitalist‐researchers should consider the availability of suitable research mentors. Because hospital medicine as a field is relatively new, research mentors within the group of hospitalists may be scarce; if so, researchers should seek appropriate mentorship from established investigators in other programs or departments. Effective mentorship is a strong predictor of future research success.36

Research
DescriptionLength of timeCostSource/website
Degrees/fellowships
Hospital or General Medicine Fellowships: Designed to provide clinical research training through mentored projects and coursework with possible master's degreeGenerally 2‐year programsNo cost, application to program is required. Stipends vary. No cost, application to program is requiredHospital Medicine:

http://www.hospitalmedicine.org/

Content/NavigationMenu/Education/Hospital MedicinePrograms/Hospital_Medicine_Pr.htm General Medicine:

http://www.sgim.org/fellowshipdir.cfm

Robert Wood Johnson Clinical‐Scholars Program: Training in health services research with an emphasis on community‐based research and leadership training.2 yearsStipends currently range from $48,000 to $50,000 per year, depending on the training site.Robert Wood Johnson:

http://rwjcsp.stanford.edu/

Short‐term coursework
University‐based summer programs in clinical research (eg, Harvard University Summer Session for Public Health Studies which features graduate courses in epidemiology, biostatistics, economics, health care management, etc.)Intensive 3‐week courses in Harvard University Summer Session2004 tuition for each 2.5‐credit course was $1830. There is a nonrefundable deposit/registration fee of $125. These fees do not include certain course materials (ie, texts estimated at $60 per course).Example: Harvard School of Public Health

http://www.hsph.harvard.edu/summer/brochure/

Negotiating protected time can be challenging for new investigators, particularly when hospitalist salaries are generated by clinical activity. Some academic programs are willing to provide a few years of departmental support to promising young investigators in order to allow them to develop their research program and obtain additional funding. Several career development awards are available through the National Institutes of Health and through nonfederally funded sources.37, 38 These awards generally protect 3‐5 years of a researcher's time for research and require that a substantial proportion of time be devoted to that purpose, often at least 75%.

To gain visibility as a researcher, it is advantageous to present original findings at national meetings, such as those of the Society of Hospital Medicine, the Society of General Internal Medicine, and other subspecialty meetings.39, 40 These meetings not only increase awareness of a hospitalist's research but also provide opportunities for networking and developing collaboration on research. Many societies, including the Society of Hospital Medicine, have research abstract competitions and offer research grants for investigators that can help to fund projects and support protected time.

Rewards and Challenges

There are many rewards and opportunities for a hospitalist investigator, particularly because the field is young and there are many unanswered research questions related to inpatient medicine. There are also the intrinsic rewards of being devoted to scientific inquiry and having greater autonomy over how time is spent. A hospitalist's schedule can be well suited to research. Although attending on the wards can be very time‐consuming, time off the wards is often free of outpatient duties and can be entirely devoted to research.

There are also several challenges to becoming a successful researcher. The pressure to obtain grant funding and publish high‐quality scientific manuscripts is high. Obtaining sufficient protected time may be difficult in busy clinical departments, and applying for grant funding is both time‐consuming and highly competitive. It is very important to be familiar with the specific criteria for academic promotion at one's institution. Understanding these expectations can help to effectively prioritize activities. Standard requirements generally include number and quality of articles published in peer‐reviewed journals, successful application for research funding, national recognition in the field, service to the institution and research community, and evidence of research independence. One significant challenge is the lack of a single large funding source for hospital‐related research. Although the Agency for Healthcare Research and Quality funds studies related to hospital care, such as on the quality of care or cost effectiveness of various system‐based hospital care interventions, their budget for investigator‐initiated proposals is limited.41 One promising funding source for research in hospital care is from agencies and foundations dedicated to the aging population, such as the National Institute for Aging (NIA), the Hartford Foundation, and the Aetna Foundation, to name a few.42, 43 Yet research on hospital care alone, without detailed attention to issues unique to geriatric‐specific conditions or populations, is unlikely to be funded by these avenues. With few federal grant programs directly suited to the emerging research agenda in hospital medicine, hospitalist‐investigators may be at a disadvantage for obtaining tenure‐track positions, compared with their subspecialist colleagues, who may receive funding from NIH agencies or foundations dedicated to their own field.

ADMINISTRATION (THE HOSPITALIST‐ADMINISTRATOR)

Physician leaders in hospital administration are not new. Many hospitals already include physicians in senior management positions, such as chief medical officer.44 Naturally, a career in hospital administration is another potential path for diastole in academic medical centers.

Education and Training

Although a master of business, health administration, or medical management is not a prerequisite for the physician who wants to move into management, it is an increasingly important credential for senior administrative positions (Table 4). Primarily, it serves as a signal that a physician is committed to management and has a working knowledge of strategic planning, business models, human resources, leadership, and clinical operations. For physicians without formal business training who are interested in management, exploring internal opportunities is a necessary first step. Likewise, getting a business degree is not as important as management experience. The successful application of business skills requires practice, mentoring, and on‐the‐job experience. For hospitalists, this experience could be obtained by volunteering to serve on committees such as utilization review, quality assurance, credentialing, or medical staff executive committees. In lieu of a graduate degree, physicians may wish to participate in one of the many fellowships in health services administration. These programs generally aim to provide practical mentored learning experience in a health care organization and may last up to 2 years.45

Leadership/Administration
DescriptionLength of timeCostSource/website
Degrees/fellowships
Master's in business administration (MBA): General management core with option for courses specializing in health care.Generally 2‐year programVaries in accordance with each institution.Directory websites (MBA):

http://mba.gradschools.com/

Master's in health administration (MHA): Studies in analytic and management needs of health care.Generally 2‐year programVaries in accordance with each institution.Directory websites (MHA):

http://www.aupha.org/em4a/pages/emndex.cfm?pageid=3359

Fellowship in health services administration: Preceptor‐directed program that provides practical learning experience in a health care organization beyond graduate‐level academic instruction.Usually lasts 1‐2 years.Compensation varies. Median reported as $39,055.Directory (American College of Healthcare Executives):

http://www.ache.org/pgfd/guidelines_cont3.cfm

Short‐term coursework
Society of Hospital Medicine Leadership Academy: Instruction for hospitalists in leading change, communicating effectively, handling conflict and negotiation, doing strategic planning, and interpreting hospital business drivers. Held biannually.3‐ to 4‐day program$1400‐$1600. Discounted rate for members of Society of Hospital Medicine

http://www.hospitalmedicine.org/AM/Template.cfm?

Section=Home&TEMPLATE=/CM/HTMLDisplay. cfm&CONTENTID=5340

For hospitalists and trainees considering a career as an executive, the American College of Physician Executives can serve as a valuable resource.46 This organization, founded in 1975, offers educational resources, including publications, comprehensive CD‐ROM products, and 1‐day courses and master's degree programs in conjunction with several leading business schools in medical management. In addition, the Society of Hospital Medicine offers a Leadership Academy designed to assist practicing hospitalists in evaluating their leadership strengths and applying them to everyday management challenges.47 Such a program also can facilitate the development of a peer network and the mentoring relationships needed to achieve these goals.

Rewards and Challenges

The life of the physician executive can be rewarding, but making the transition may prove challenging. However, if physicians can navigate this transition successfully, they will likely find a wide array of opportunities, as demand for physician‐executives remains high.

One major challenge to becoming a physician‐executive is reconciling the administrative role with the initial desire to enter a career in clinical medicine.48 Physician‐executives who continue to see patients are more likely to be satisfied with their jobs than physician‐executives who do not.49 Physician‐executives also may feel they are being criticized by their purely clinical colleagues for working in the business or management of medicine.50 Actual or perceived lack of support may promote isolation and burnout.51 In addition, the constantly shifting landscape of health care administration results in a much more unstable environment than that found in clinical medicine. For example, the risk of termination for a physician‐executive is 20‐40 times higher than that for a practicing physician.50 The reasons for this higher risk include personal conflict with a boss, reorganization (ie, downsizing, merging, etc.), and immediate departure of a supervisor. Access to mentors, support groups, and the option to practice part time are all potential mechanisms to ensure long‐term success as a physician‐administrator.

CONCLUSIONS

As hospital medicine continues to grow and evolve, designing sustainable and rewarding academic careers will be crucial to the success of the field. Being able to balance clinical systole time with obtaining the skills to support nonclinical diastole time is important to ensuring a successful career as an academic hospitalist. We have described several possible career paths in teaching, research, quality improvement, and administration. By preparing future hospitalists with the knowledge and skills required to assume a variety of roles during their diastolic time, we hope to encourage the growth of hospitalist leaders with well‐developed skill sets. If hospitalists adequately prepare themselves, academic hospital medicine will likely remain sustainable and rewarding, and future generations of trainees will be inspired and prepared to enter the field.

Acknowledgements

We are grateful to Jennifer Higa and Kimberly Alvarez for their assistance in preparing this manuscript.

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References
  1. Fletcher KE,Saint S,Mangrulkar RS.Balancing continuity of care with residents' limited work hours: defining the implications.Acad Med.2005;80:3943.
  2. Meltzer D,Arora V,Zhang J, et al.Effects of inpatient experience on outcomes and costs in a multicenter trial of academic hospitalists.J Gen Intern Med.2005;20(s1):141142.
  3. Goldman L.The hospitalist movement.Ann Intern Med.1999;131:545.
  4. Williams MV.The future of hospital medicine: evolution or revolution?Am J Med.2004;117:446450.
  5. Wetterneck TB,Linzer M,Halls JJ, et al.Satisfaction and worklife of academic hospitalist and non‐hospitalist attendings on general medical inpatient rotations.J Gen Intern Med.2006;21(s4):128.
  6. Garibaldi RA,Popkave C,Bylsma W.Career plans for trainees in internal medicine residency programs.Acad Med.2005;80:507512.
  7. Arora V,Guardiano S,Donaldson D,Storch I,Hemstreet P.Closing the gap between internal medicine training and practice: recommendations from recent graduates.Amer J Med.2005;118:680687.
  8. Kripalani S,Pope AC,Rask K, et al..Hospitalists as teachers.J Gen Intern Med.2004;19(1):815.
  9. Hauer KE,Wachter RM.Implications of the hospitalist model for medical students' education.Acad Med.2001;76:324330.
  10. Chung P,Morrison J,Jin L,Levinson W,Humphrey H,Meltzer D.Resident satisfaction on an academic hospitalist service: time to teach.Am J Med.2002;112:597601.
  11. Jones RF,Gold JS.The present and future of appointment, tenure, and compensation policies for medical school clinical faculty.Acad Med.2001;76:9931004.
  12. Dressler DD,Pistoria MJ,Budnitz TL,McKean SC,Amin AN.Core competencies in hospital medicine: development and methodology.J Hosp Med.2006;1(1):4856.
  13. Pistoria MJ,Amin AN,Dressler DD,McKean SC,Budnitz TL.The core competencies in hospital medicine.J Hosp Med.2006;1(1).
  14. Harvard Macy Institute. Harvard College. Available at: http://www.harvardmacy.org/programs.asp?DocumentID=1. Accessed October 3,2005.
  15. Stanford Faculty Development Center. Stanford University. Available at http://sfdc.stanford.edu/. Accessed January 23,2006.
  16. American College of Physicians. Available at: http://www.acponline.org/college/membership/classes.htm#fellow. Accessed June 10,2006
  17. Arora V,Wetterneck TB,Schnipper JL, et al.Effect of the inpatient general medicine rotation on student pursuit of a generalist career.J Gen Intern Med.2006;21:471475.
  18. Lim JK,Golub RM.Graduate medical education research in the 21st century and JAMA on call.JAMA.2004;292:29132915.
  19. Association of American Medical Colleges. MedEd (PORTAL); Providing Online Resources to Advance Learning in Medical Education. Available at: http://www.aamc.org/meded/mededportal/start.htm. Accessed January 23,2006.
  20. BioMed Central. BMC Medical Education. Available at: http://www.biomedcentral.com/bmcmededuc/.Accessed January 23,2006.
  21. Reed DA,Kern DE,Levine RB,Wright SM.Costs and funding for published medical education research.JAMA.2005;294(9):10527.
  22. Dichter JR.Teamwork and hospital medicine. A vision for the future.Crit Care Nurse.2003;23(3):8,10–11.
  23. Rogers EM. (1995)Diffusion of Innovations.4th ed.The Free Press:,Toronto.
  24. Thompson GN,Estabrooks CA,Degner LF.Clarifying the concepts in knowledge transfer: a literature review.J Adv Nurs.2006;53:691701.
  25. Weingart SN,Tess A,Driver J,Aronson MD,Sands K.Creating a quality improvement elective for medical house officers.J Gen Intern Med.2004;19:861867.
  26. Djuricich AM,Ciccarelli M,Swigonski NL.A continuous quality improvement curriculum for residents: addressing core competency, improving systems.Acad Med.2004;79(10 Suppl):S657.
  27. Institute for Healthcare Delivery Research. Advanced Training Program in Health Care Delivery Improvement (ATP). Available at: http://www.ihc.com/xp/ihc/institute/education/atp/. Accessed October 3,2005.
  28. Veterans Health Administration. VA Quality Scholars Program. Available at: http://www.dartmouth.edu/∼cecs/fellowships/vaqs.html
  29. Institute for Healthcare Improvement. George W. Merck Fellowships. Available at: http://www.ihi.org/ihi. Accessed October 3,2005.
  30. Meltzer D,Manning WG,Morrison J, et al.Effects of physician experience on costs and outcomes on an academic general medicine service: results of a trial of hospitalists.Ann Intern Med.2002;137:866874.
  31. Auerbach A,Wachter R,Katz P,Showstack J,Baron R,Goldman L.Implementation of a voluntary hospitalist service at a community teaching hospital: improved clinical efficiency and patient outcomes.Ann Intern Med.2002;137:859865.
  32. Wachter RM,Goldman L.The hospitalist movement 5 years later.JAMA.2002;287:487494.
  33. Robert Wood Johnson Clinical Scholars Program. Stanford University (Palo Alto, CA). Available at: http://rwjcsp.stanford.edu/. Accessed October 3,2005.
  34. Sumant R,Rosenman D.Hospital Medicine Fellowship Update.Society of Hospital Medicine.The Hospitalist.2004;8(5):38.
  35. Ranji SR,Rosenman DJ,Amin AN,Kripalani S.Hospital medicine fellowships: works in progress.Am J Med.2006;119(1):72.e1e7.
  36. Luckhaupt S,Chin M,Mangione C, et al.Mentorship in Academic General Internal Medicine.J Gen Intern Med.2005;2(34):15.
  37. Gill TM,McDermott MM,Ibrahim SA,Petersen LA,Doebbeling BN.Getting funded. Career development awards for aspiring clinical investigators.J Gen Intern Med.2004;19(5 Pt 1):472478.
  38. K Kiosk—Information about NIH Career Development Awards. Available at: http://grants.nih.gov/training/careerdevelopmentawards.htm. Accessed March 20,2006.
  39. Research Career Development Awards for Junior Faculty and Fellows in General Internal Medicine. Available at: http://www.sgim.org/careerdevelopment.cfm. Accessed March 24,2006.
  40. Society of Hospital Medicine. Available at: http://www.hospitalmedicine.org//AM/Template.cfm?Section=Home. Accessed October 4,2005.
  41. Levison W,Linzer M.What is an academic general internist? Career options and training pathways.JAMA.2002;288:20452048.
  42. U.S. National Institutes of Health.National Institute on Aging. Available at: http://www.nia.nih.gov/. Accessed January 25,2006.
  43. John A.Hartford Foundation. Available from: http://www.jhartfound.org/. Accessed January 25,2006.
  44. Weil TP.Why will physicians in this new environment replace MHAs?Physician Exec.1996;22(2):510.
  45. Directory of Fellowships in Health Services Administration. Available at: http://www.ache.org/pgfd/purpose.cfm. Accessed March 24,2006.
  46. American College of Physician Executives. Available at: http://www.acpe.org/. Accessed October 3,2005.
  47. Society of Hospital Medicine. Leadership Academy statement. Available at: http://www.hospitalmedicine.org/AM/Template.cfm?Section=Search_Advanced_Search6(7):3740.
  48. O'Connor JP,Nash DB,Buehler ML,Bard M.Satisfaction higher for physician executives who treat patients, survey finds.Physician Exec.2002;28(3):1721.
  49. Lazarus A.Physician executives don't have to go it alone.Managed Care Magazine.2003. Available at: http://www.managedcaremag.com/archives/0307/0307.viewpoint_lazarus.html.Accessed January 25,year="2006"2006.
  50. Broffman G.Controlled burn! Physician executives must be ready to handle job burnout, career stress.Physician Exec.2001;27(4):4245.
Issue
Journal of Hospital Medicine - 1(6)
Issue
Journal of Hospital Medicine - 1(6)
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368-377
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368-377
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Preparing for “diastole”: Advanced training opportunities for academic hospitalists
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Preparing for “diastole”: Advanced training opportunities for academic hospitalists
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academic hospitalists, career development, education, research, quality, administration
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academic hospitalists, career development, education, research, quality, administration
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