The power of written word: Reflection reduces errors of omission

Abstract

AbstractBackgroundMedical trainees are expected to perform complex tasks while experiencing interruptions, which increases susceptibility to errors of omission. In our study, we examine whether documentation of clinical encounters increases reflective thinking and reduces errors of omission among novice learners in a simulated setting.MethodsIn 2021, 56 senior medical students participated in a simulated paging curriculum involving urgent inpatient cross‐cover scenarios (sepsis and atrial fibrillation). Students responded to pages from standardized registered nurses (SRNs) via telephone, gathered history, and discussed clinical decision‐making. Following the phone encounter, students documented a brief note (documentation encounter). A ‘phone’ score (number of checklist items completed in the phone encounter) and a ‘combined’ score (number of checklist items completed in the phone and documentation encounters) were calculated. Data were analyzed for differences between the phone scores (control) and combined scores using T‐tests and McNemar test of symmetry.FindingsFifty‐four students (96%) participated. Combined scores were higher than phone scores for sepsis (72.8 ± 11.3% vs. 67.9 ± 11.9%, p < 0.001) and atrial fibrillation (74.0 ± 10.1% vs. 67.6 ± 10.0%, p < 0.001) cases. Important items, such as ordering blood cultures for sepsis (p = 0.023) and placing the patient on telemetry for atrial fibrillation (p = 0.013), were more likely to be present when a note was documented.DiscussionThis study suggests that documentation provides a mechanism for learners to reflect, which could increase important diagnostic and therapeutic interventions.ConclusionDocumentation by novice medical learners may improve patient care by allowing for reflection and reducing errors of omission.