Enhancing the Inpatient Consultation Learning Environment to Optimize Teaching and Learning

Naomi Serling-Boyd; Eli M Miloslavsky

doi:10.1016/j.rdc.2019.09.003

Enhancing the Inpatient Consultation Learning Environment to Optimize Teaching and Learning

Rheum Dis Clin North Am. 2020 Feb;46(1):73-83. doi: 10.1016/j.rdc.2019.09.003.

Authors

Naomi Serling-Boyd¹, Eli M Miloslavsky²

Affiliations

¹ Division of Rheumatology, Allergy and Immunology, Department of Medicine, Massachusetts General Hospital, Harvard Medical School, 55 Fruit Street, Bulfinch 165, Boston, MA 02114, USA.
² Division of Rheumatology, Allergy and Immunology, Department of Medicine, Massachusetts General Hospital, Harvard Medical School, 55 Fruit Street, Bulfinch 165, Boston, MA 02114, USA. Electronic address: emiloslavsky@mgh.harvard.edu.

Abstract

Subspecialty consultation is an increasingly used resource in inpatient medicine. Teaching the primary team is an important element of effective consultation and has many potential benefits. However, within academic medical centers many barriers to effective consultation and the consult learning environment exist. High workload, burnout, inexperience, lack of familiarity between teams, quality of the consult requests, and pushback may impede teaching and learning. Herein, the authors review the role of teaching and learning during consultation, challenges to effective consultation facing fellows, and interventions that can enhance primary team-fellow interactions and learning.

Keywords: Fellow; Fellow as teacher; Inpatient consultation; Learning environment; Resident.

Publication types

Review

MeSH terms

Burnout, Professional
Clinical Competence / standards
Fellowships and Scholarships / standards*
Hospitalization
Humans
Inpatients
Interpersonal Relations
Referral and Consultation / standards*
Rheumatology / education*
Rheumatology / standards*
Workload

Grants and funding

T32 AR007258/AR/NIAMS NIH HHS/United States