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Faculty Champion

Training Module

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Objectives

At the completion of this module faculty will competently be able to:

Describe the roles faculty can play in the implementation of the I-PASS handoff program
Report the elements of the I-PASS handoff bundle
Summarize the elements and organization of the I-PASS resident workshop
Articulate the ways in which faculty can effectively observe resident handoffs and provide feedback
Demonstrate competent use of the I-PASS faculty observation tools

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Welcome

A Brief Introduction and Overview of the I-PASS Handoff Program

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Welcome I-PASS Faculty Champions

Thank you for your participation in the I-PASS curriculum!
Your help is critical to ensuring success
We will rely on you

To guide residents in learning the I-PASS handoff
To provide critical feedback on their skills

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Welcome I-PASS Faculty Champions

Please refer to the I-PASS Faculty Champions Guide for additional detail on

I-PASS workshop facilitators/leaders
Observation of resident “live” handoffs
I-PASS campaign
Implementation of the I-PASS curriculum
Faculty recognition and opportunity for quality improvement projects at your institution

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Root Causes of Sentinel Events

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Joint Commission. (2011). Sentinel Event Statistics Data - Root Causes by Event Type

(2004 - Third Quarter 2011)¹

Disclaimer: The reporting of most sentinel events to The Joint Commission is voluntary and represents only a small proportion of actual events. Therefore, these root cause data are not an epidemiologic data set and no conclusions should be drawn about the actual relative frequency of root causes or trends in root causes over time.

Why I-PASS???

Improving caregiver communication is essential because, as you can see, communication failures are the primary root cause of sentinel events – that is, the most serious— often fatal— preventable adverse events in hospitals.

ADDITIONAL INFORMATION AND REFERENCE MATERIAL:

The reason that improving caregiver communication has been so heavily emphasized within the patient safety movement becomes apparent when one looks at the underlying causes of medical error. Using root cause analysis to determine contributing factors shows that of sentinel events that were voluntarily reported to JCAHO over a ten year period, the top contributing factor representing nearly 2/3 of all cases was found to be inadequate communication amongst providers.

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Description of the I-PASS Study

Handoffs of care

Major point of vulnerability to serious medical errors

Standardized handoff training programs

Infrequent at most residency programs

In 2010, ten pediatric residency programs in the US and Canada embarked on an innovative study aimed at improving handoffs of care

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AIM of the I-PASS Study

The I-PASS Study will determine if a

Resident Handoff Bundle impacts

Rates of serious medical errors (primary outcome)
Verbal and written miscommunications
Time spent by residents gathering and signing out data
Resident satisfaction with handoff

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Resident Handoff Bundle

Resident Handoff Bundle (RHB) includes the following

Team training based on the TeamSTEPPS™ model
Redesigned verbal handoff process using a verbal mnemonic
Standardized written tool

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I-PASS Handoff Program

Curricular materials released to medical educators across the country in the spring of 2012
This program is the first all-inclusive handoff training materials suite
Will help medical educators across the country standardize handoff training in their program

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The Basics of the I-PASS Handoff

A Brief Introduction for Faculty

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I-PASS Handoff Bundle

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TeamSTEPPS^TM

Evidence-based team training curriculum
High performing teams

Must have effective leaders
Use structured communication strategies
Develop situational awareness
Provide mutual support

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Team Strategies and Tools to Enhance Performance and Patient Safety

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Essentials of Team Function

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Global Elements of Effective Handoffs

Unambiguous transfer of

Information
Responsibility

Protected time and space

Quiet location
Interruptions minimized

Standardized format
Importance of the leader

Assign roles, ensure quality

Photo courtesy of Comstock/Thinkstock

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Effective Verbal Handoffs

Structured format

Begins with high-level overview

Appropriate pace
Closed-loop communication 🡪 shared mental model

Solicit check-back of salient points
Prompt for clarifying questions
Be aware of non-verbal communication

Nodding approval, eye rolling, puzzled look

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The Printed Handoff Document

Supplements the verbal handoff

Allows receiver to follow
Provides more comprehensive information

Creates efficient information transfer
Requires daily updates

High-quality information

Don’t copy and paste

Senior/supervising resident should edit and ensure quality

All of us have printed documents in 2011 – whether they exist in an EMR or on a computer on a Word or Excel document.

What is important is that…

The printed handoff document allows the receiver to follow along as the verbal handover is communicated. It also provides more comprehensive information than what is presented in the verbal handover such has medications, allergies, room number etc.

Creates efficient information transfer – what information is best included on the printed handoff document?

This document needs to be regularly updated by the supervising resident.

ADDITIONAL INFORMATION AND REFERENCE MATERIAL:

It is important to include an active problem list and up-to-date to do list. The printed handover can also serve as a back up for the verbal and vice versa. For example, verbally one may forget to communicate something that should be done overnight but if present on the written document the receiver can ask about this task. Omissions are known to be a problem with communication and the written handover adds to redundancy which can be protective against adverse patient events.

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Verbal Handoff Complements�Printed Handoff Tool

Printed handoff is foundation
Content/length of verbal handoff depends on

Level of training
Prior contact with and knowledge of patients
Length of time on rotation

Verbal summary is more lengthy during handoffs on the first few days of the rotation

Should provide an opportunity for discussion

Creates a shared mental model
Facilitates active participation by receiver

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The I-PASS Mnemonic

I Illness Severity

Stable, “Watcher,” Unstable

P Patient Summary

Summary statement; events leading up to admission; hospital course; plan

A Action List

To do list; timeline and ownership

S Situation Awareness & Contingency Planning

Know what’s going on; plan for what might happen

S Synthesis by Receiver

Receiver summarizes what was heard, asks questions; restates key action/to do items

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I = Illness Severity

Why is it important to classify?

Focus attention appropriately
Use standard language

A continuum

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P = Patient Summary

Describes succinctly

Reason for admission (summary statement)
Events leading up to admission
Hospital course
Ongoing Assessment
Plan for hospitalization

Is concise, utilizes semantic qualifiers, focuses on active issues

Promotes a shared mental model:

The patient summary provides the basis for creating a shared understanding, so the next caregiver is prepared to carry out the treatment plan and can anticipate what may happen, or what may go wrong.

Below is a brief explanation of each of the elements of the patient summary:

Reason for admission is the “brief” one-liner of why the patient presented to the hospital.

Events leading up to admission includes essential elements of the history, physical exam, & lab findings. Can be truncated when high level of diagnostic certainty is achieved.

The hospital course by problem and diagnosis provides the individual receiving diagnostic reasoning for the current assessment and offer a brief differential diagnosis. The format of the hospital course is the area that can be tailored to fit the needs of the individual unit or service (i.e. PICU, NICU, general team, subspecialty team, etc).

When articulating the plan for hospitalization and expected course, it is important to consider what you think is the expected trajectory or the patient’s illness – i.e. will they get better, stay the same, or get worse during the period another will be caring for them.

Plan is not a to do list for the night, but rather is associated with problems/systems

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A = Action List

To do list
Includes specific elements

Timeline
Level of priority
Clearly-assigned responsibility
Indication of completion

Needs to be up-to-date
If no action items anticipated, clearly specify “nothing to do”

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Draws receiver’s attention to

Worrisome patients
Potential problems

Ensures accepting team is prepared to anticipate and respond to changes in patient status
Promotes a shared mental model

S = Situation Awareness & Contingency Planning

Photo courtesy of Photodisc/Thinkstock

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�Effective Contingency Planning

Identify concerns
Articulate what might go wrong
Define the plan

List interventions that have/have not worked
Identify resources for assistance

For stable patients: “I don’t anticipate anything will go wrong.”

S = Situation Awareness & Contingency Planning

Identify concerns

Use introductory statements: “I’m very concerned about this patient.”

Be explicit: “This is your sickest patient.”

Consider code status, difficult psychosocial situations, nursing and family concerns

A little more detail, if you need it:

What should be included in contingency plans:

Which patients are worrisome – who are the sickest patients, which patients are at risk for decompensation
What may go wrong and what to do – If a patient is at risk for decompensation, provide treatments hints and recommendations if something should occur. Example: If an asthmatic develops worsening respiratory distress, begin continuous albuterol therapy.
What therapies or interventions will help – Example: racemic epinephrine will help if this child with underlying airway abnormalities develops stridor, if a bronchiolitic develops retractions attempt NP suctioning and start supplemental oxygen therapy.
Resources for assistance – Call attending, senior or fellow, contact consultant, call MRT/RRT.
Difficult family or psychosocial situations – Example: Parents who are divorced and social situation is strained, grandmother is guardian and has decision making capacity, child has been removed from parent’s custody.
Nursing and family concerns – Highlight which patients the nurses and families are concerned about, even if the residents are not concerned.
Code status

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S = Synthesis by Receiver

Brief re-statement of essential information in a cogent summary

Demonstrates information is received and understood

Opportunity for receiver to

Clarify elements of handoff
Have an active role in handoff process

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Faculty Participation in the �I-PASS Handoff Program

How You Can Play an Active Role!

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Faculty Participation in the I-PASS Handoff Program

Faculty involvement with the I-PASS Program via the following roles

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I-PASS Workshop Leader/Facilitator

Facilitate the 2-hour interactive didactic training

Handoff Simulation Small Group Facilitators

Facilitate the hour long handoff simulations with small groups of residents that occur at the end of the workshop

“Live” Handoff Faculty Observers

Observe live handoffs with residents after the RHB has been implemented and provide feedback on faculty observation forms

I-PASS Campaign

Marketing as well as “Just in Time” refreshers for the residents

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I-PASS Handoff Curriculum Workshop

I-PASS curriculum workshop is a 3-hour session that includes

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2-Hour Session of Didactic and Interactive Exercises

TeamSTEPPS Training
Handoff skills training, including introduction to the Verbal Mnemonic
Learning styles exercise

1-Hour Handoff Simulation Session

3 Scenarios that will allow residents the opportunity to give, receive, and evaluate a handoff
1 Scenario on sharing the mental model

Followed by

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Implementation of the I-PASS Handoff

The I-PASS workshop can be implemented in various forms depending on the needs of a program

Options for administering the workshop

Residency-wide retreat
Residency class
Various other small groups of residents

Workshop can be administered in one 3-hour session or in smaller parts

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I-PASS Workshops Handoff Simulations Exercises

1-hour session with 4 simulations
3:1 ratio of residents to faculty is needed
Residents in each group have the opportunity

To give, receive, and observe a handoff

Final simulation

Shared mental model exercise

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I-PASS Workshops Handoff Simulations Exercises

Faculty are responsible for

Preparing the learners – Provide goals and objectives, set ground rules, assign roles
Running the role play – Arrange seating, monitor time, stop role play at appropriate time
Debriefing –What went well and what could have been differently, lead general discussion

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Faculty Observations of “Live” Handoffs

Goals of faculty observations

Reinforce I-PASS handoff skills and behaviors
Determine individual resident competence

All residents on the team/unit where the I-PASS handoff is being implemented

SHOULD be observed at least ONCE during a month long rotation, ideally TWICE
Observe giving and receiving a handoff

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Faculty Observations of “Live” Handoffs

Observe any handoff in a 24-hour period

Early AM, prior to continuity clinic, evening

Plan to observe for a minimum of 30 minutes
Conduct observations at least once a week

Do observations of both the resident GIVING and the resident RECEIVING the handoff

Complete verbal and written handoff assessment tools IMMEDIATELY following the handoff

Utilize this opportunity for formative feedback

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Faculty Observation Tools

Complete during or immediately after the handoff

Three Observation Tools

Printed Handoff Assessment Tool
Verbal Handoff Assessment Tool – Giver
Verbal Handoff Assessment Tool - Receiver

Observation tools should optimally be in duplicate form

Give one to the resident
Collect one for residency program to note resident skill development over time

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Examples of the Faculty Observation Tools

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Printed Handoff Faculty Observation Tool

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Verbal Handoff Faculty Observation Tool��GIVER

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Verbal Handoff Faculty Observation Tool��Receiver

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Tips on Using the Verbal Handoff Faculty Observation Tools

Complete basic demographic information
Count the total number of patients discussed or “handed off” during the observation

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Tips on Using the Verbal Handoff Faculty Observation Tool - GIVER

Item 1:

Indicate whether the type of handoff you observed was between individuals or amongst a team

Item 2:

Indicate whether the resident giving the handoff provided a description of the “big picture”

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Tips on Using the Verbal Handoff Faculty Observation Tool - GIVER

Items 3-7:

Focus on the frequency with which the resident giving the handoff used the I-PASS mnemonic
Estimate the frequency with which a resident correctly used each element of the mnemonic, on average, across all the patients

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These items focus on the frequency with which the resident giving the handoff used the I-PASS mnemonic:

For each element of the mnemonic, you will need to estimate the frequency with which a resident correctly used each element of the mnemonic, on average, across all the patients that you observed

The frequency estimate does not have to be exact, but rather your rating should represent your best estimate or the general impression you had after observing the handoff

When an observer knows the patients as an attending physician, she is in a position to assess the accuracy of the residents’ assessments of illness severity. When observers are not providing care, they are not as able to make those assessments with the same degree of accuracy. However, general assessments can be made based on the information provided, such as knowing the vital signs and the descriptions of the patients.

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Tips on Using the Verbal Handoff Faculty Observation Tool - GIVER

Item 8:

Focuses on whether the giver engages the receiver to facilitate the development of a shared mental model
Assesses via observed behaviors

Item 9:

Relates to the ability of the giver of the handoff to prioritize key information, concerns, or actions

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Tips on Using the Verbal Handoff Faculty Observation Tool - GIVER

Items 10:

Indicate how well you knew the patients discussed during the handoff

Items 11-13:

Based upon your knowledge noted above focus of the frequency with which the resident

Miscommunicated or omitted information
Engaged in unrelated conversation

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Tips on Using the Verbal Handoff Faculty Observation Tool - GIVER

Item 14:

Asks you to rate your overall impression of the pace of the handoff

Was it too rushed or too slow, or somewhere in between?

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Tips on Using the Verbal Handoff Faculty Observation Tool - GIVER

Items 15-17:

Indicate, using free text

Particularly effective elements of the handoff
What could be improved in the handoff

Use as a guide for direct feedback
Provide short and focused comments

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Tips on Using the Verbal Handoff Faculty Observation Tool - GIVER

Item 18:

Provide feedback to residents so that they can improve their handoff skills
Complete within 24 hours of observing a handoff and indicate if provided feedback occurred within that time period

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Tips on Using the Verbal Handoff Faculty Observation Tool - Receiver

Items 3 – 4:

Focus on:

How often receiving resident provides a concise, accurate summary of the patient in a read back
Engagement, focus and listening skills of the receiver

Should represent your best estimate or the general impression you had after observing the handoff

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Tips on Using the Verbal Handoff Faculty Observation Tool - Receiver

Item 5:

Impression of the number of clarifying questions asked by the receiver
Do not count number of questions, should be a general estimate

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Tips on Using the Verbal Handoff Faculty Observation Tool - Receiver

Items 6 – 8:

Indicate, using free text

Particularly effective elements of the handoff
What could be improved in the handoff

Use as a guide for direct feedback
Provide short and focused comments

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Tips on Using the Printed Handoff Faculty Observation Tools

Items 2 -6:

Focus on the frequency with which the I-PASS mnemonic was used in the handoff document
Estimate the frequency with which the printed handoff document correctly contained each element of the mnemonic, on average, across all the patients

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Tips on Using the Printed Handoff Faculty Observation Tools

Item 7:

Frequency with which the essential ID elements were present and accurate
Provide your best estimate, on average over the entire printed document
Feel free to make notes or circle elements on the document

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Tips on Using the Printed Handoff Faculty Observation Tools

Items 8 - 11:

Estimate the frequency the printed tool has

A summary with a clearly specified plan for future
To-do items with an if/then format, when appropriate
To-do items that should be done over the next shift
High quality contingency plans

Frequency again should be a best estimate over all patients

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Tips on Using the Printed Handoff Faculty Observation Tools

Item 12:

Estimate your general impression of the overall length of the handoff document

Item 13:

Indicate how well you knew the patients discussed during the handoff

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Tips on Using the Printed Handoff Faculty Observation Tools

Items 14 – 17:

Require you to rate the

Accuracy of illness severity assessments
Quality of patient summaries
Omission of important information or addition of irrelevant information

Assessments will be based upon knowledge of patients

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Tips on Using the Printed Handoff Faculty Observation Tools

Item 18:

Indicate if and how often any erroneous information was included on the printed tool

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Tips on Observing Residents and Providing Feedback

For Use During Handoff Simulation Training and Live Handoffs

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Tips on Observing Residents

Set the stage and establish ground rules

Establish the importance of direct observation
Review the observation tool
Remind residents that this is formative feedback

They should relax

Position yourself optimally

Hear the handoff
Observe visual cues from all residents

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Tips on Observing Residents

Attempt not to interrupt

Unless a patient safety issue arises!

Debrief

Optimally done immediately, or within 24 hours of the observation
Best if done in-person so that interchange is possible

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Tips on Providing Feedback

Focus on success

Feedback should be directed to behaviors and not personality traits or characteristics

Ask the learners about their thoughts and comments on a handoff first

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Tips on Providing Feedback

Moderate the feedback such that it is helpful

Not punitive or demoralizing

Stress that the feedback provided should be used in a formative manner

Residents should use this feedback to develop their skills

NOT for high stakes summative assessment

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I-PASS Handoff Program Potpourri

The Campaign

Implementation of the Handoff Bundle

Benefits of Participating

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I-PASS Campaign

Just-in-Time Modules

30-minute module at the start of a rotation

I-PASS “Tips of the Day”

40 Tips

Medical Student Engagement
Advertising the I-PASS Handoff

Pocket cards, signs, posters, screen frames and stickers

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All of these strategies are important to ensuring the successful implementation of a handoff program at an institution. The I-PASS handoff program doesn’t end with the resident workshop; these other strategies are necessary to ensure successful implementation and adoption of the program at an institution.

Just-in-Time Modules

20-minute module the residents receive at the start of a rotation as a refresher for the I-PASS handoff
Faculty observations of handoffs

I-PASS “Tips of the Day”

40 Tips have been compiled to be introduced to the residents daily at each site as a reminder on important elements of the I-PASS handoff

Medical Student Engagement

Medical students at each site can be included in the I-PASS handoff training and all campaign activities
Engage Clerkship directors to arrange training for medical students

Advertising the I-PASS Handoff

Pocket cards, signs, posters, screen frames and stickers

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Implementation of the I-PASS Campaign Elements

Just-in-time Modules

30 minute module that can be given at:

Team meeting monthly
Monthly morning report
On-line module before rotation begins

Tips of the Day

Options for daily announcement include morning report, rounds, text pages or emails

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Benefits for Faculty

Academic activity contributing to one’s CV
Consider using the I-PASS handoff program as a QI project

Maintenance of certification (ABP, ABIM)
Institutional projects

Acquire personal knowledge and training
Improve one’s teaching skills

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Faculty Simulation Scenarios

Time to Practice Using the Faculty Observation Tools!!

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Faculty Observation Simulations

Effectively observing residents in handoffs and providing feedback is challenging
The following video and written scenarios will allow you to

Practice using the observation tools
Gain a frame of reference for the rating scales by comparison to I-PASS experts

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Using the I-PASS Faculty Evaluation Tools

You will now have an opportunity to practice using the observation evaluation tools
This training experience consists of

Two simulation videos of a verbal handoff
Two “mock” printed handoff documents

You have been given four packets

Video A simulation
Video B simulation
Printed handoff simulation A
Printed handoff simulation B

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Faculty Observation Simulation Video A

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Faculty Observation Simulation Video A

Please take 5 minutes to complete the verbal handoff assessment tools for both the giver and receiver of the handoff in the video
Blank copies of the tools are provided in your handout packets

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Faculty Observation Simulation Video A

Compare your completed observation tools to the ones in your packet

These forms were prepared by I-PASS handoff experts

This experience should help you gain a frame of reference for the tools

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Faculty Observation Simulation Video B

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Faculty Observation Simulation Video B

Please take 5 minutes to complete the verbal handoff assessment tools for both the giver and receiver of the handoff in the video
Blank copies of the tools are provided in your handout packets

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Faculty Observation Simulation Video B

Compare your completed observation tools to the ones in your packet
These forms were prepared by I-PASS handoff experts
This experience should help you gain a frame of reference for the tools

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Printed Handoff Document Assessment

In your packets you will have a copy of handoff documents A and B
Read through these and then use the printed handoff assessment tool to evaluate
When finished compare them to the tools completed by I-PASS experts

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Wrap-up

Thank you for taking the time to become part of the I-PASS educational intervention!
Please feel free to refer questions to the I-PASS Study group at: http://www.ipasshandoffstudy.com

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References

"Agency for Healthcare Research and Quality. TeamSTEPPS Curriculum Tools and Materials." http://www.ahrq.gov/. N.p., n.d. Web. 6 Feb 2012. http://teamstepps.ahrq.gov/abouttoolsmaterials.htm.

Bordage, G. "Prototypes and Semantic Qualifiers: From Past to Present." Medical Education. 41.12 (2007): 1117-21. Print.

Cohen, M.D., and Hilligoss, P.B. "The Published Literature on Handoffs in Hospitals: Deficiencies Identified in an Extensive Review. " Quality and Safety in Health Care. 19.6 (2010): 493-497. Print.

Kaplan, D.M. "Perspective: Whither the Problem List? Organ-Based Documentation and Deficient Synthesis by Medical Trainees." Academic Medicine. 85.10 (2010): 1578-1582. Print.

Solomon, B. A., and Felder, R.M. "Index of Learning Styles Questionnaire." North Carolina State University. N.p., 2011. Web. 6 Feb 2012. http://www.engr.ncsu.edu/learningstyles/ilsweb.html.

Starmer, A.J., Spector, N.D., Srivastava, R., Allen, A.D., Landrigan, C.P., Sectish, T.C., et al. "I-PASS, a Mnemonic to Standardize Verbal Handoffs." Pediatrics. 129.2 (2012): 201-204. Print.

Starmer, A.J., Sectish, T.C., Simon, D., and Landrigan, C.P. "Impact of a Resident Handoff Bundle on Medical Error Rates and Written Handoff Miscommunications." Pediatric Academic Societies Annual Meeting. Denver, CO. 2011.

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Media Sources

Media courtesy of the National Capital Consortium Pediatric Residency Program, Bethesda, MD with input from the I-PASS Education Executive Committee, Simulation Subcommittee, Faculty Development Subcommittee, Campaign Subcommittee, and the Coordinating Council
The IIPE logo is used with permission from the Initiative for Innovation in Pediatric Education.
The PRIS logo is used with permission from the Pediatric Research in Inpatient Settings Network.
Some content in the I-PASS Handoff Study Curriculum includes materials adapted from TeamSTEPPSTM, an evidence-based teamwork curriculum developed by the Agency for Healthcare Research and Quality and the Department of Defense. All materials are used with permission.

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Contributors

I-PASS Study Group

Lead Editors: Jennifer K. O’Toole MD, MEd, and Nancy D. Spector MD

Additional Editors: April D. Allen MPA, MA, Sharon Calaman MD, Jennifer H. Hepps MD, Christopher P. Landrigan MD, MPH, Joseph O. Lopreiato MD, MPH, Elizabeth L. Noble BA, Glenn Rosenbluth MD, Theodore C. Sectish MD, Rajendu Srivastava MD, MPH, Amy J. Starmer MD, MPH, Lisa L. Tse BA, Daniel C. West MD, Clifton E. Yu MD and the I-PASS Education Executive Committee

I-PASS Faculty Development Subcommittee:

Jennifer K. O’Toole MD , MEd (Co-chair), Nancy D. Spector MD (Co-chair), April D. Allen MPA, MA, Glenn Rosenbluth MD, Theodore C. Sectish MD, Amy J. Starmer MD, MPH, Daniel C. West, Clifton E. Yu MD

I-PASS Study Leadership:�I-PASS Study PI: Christopher P. Landrigan MD, MPH�I-PASS Project Leader: Amy J. Starmer MD, MPH�I-PASS Coordinating Council: April D. Allen MPA, MA, Jaime Blank Spackman CCRP, Christopher P. Landrigan MD, MPH, Theodore C. Sectish MD, Nancy D. Spector MD, Rajendu Srivastava MD, MPH, Amy J. Starmer MD, MPH

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Contributors

Membership of Additional I-PASS Committees Include:

I-PASS Education Executive Committee (EEC) Co-chairs: Nancy D. Spector MD, Amy J. Starmer MD, MPH�
I-PASS EEC: April D. Allen MPA, MA, James F. Bale Jr. MD, Zia Bismilla MD, Sharon Calaman MD, Maitreya Coffey MD, F. Sessions Cole MD, Lauren Destino MD, Jennifer Everhart MD, Jennifer H. Hepps MD, Madelyn Kahana MD, Christopher P. Landrigan MD, MPH, Joseph O. Lopreiato MD, MPH, Jennifer K. O’Toole MD, MEd, Shilpa J. Patel MD, Glenn Rosenbluth MD, Theodore C. Sectish MD, Nancy D. Spector MD, Rajendu Srivastava MD, MPH, Amy J. Starmer MD, MPH, Adam Stevenson MD, Daniel C. West MD, Clifton E. Yu MD

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Contributors

I-PASS EEC Campaign Subcommittee: Glenn Rosenbluth MD (Chair), April D. Allen MPA, MA, Sharon Calaman MD, Lauren A. Destino MD, Jennifer L. Everhart MD, Jennifer H. Hepps MD, Christopher P. Landrigan MD, MPH, Jennifer K. O’Toole MD, MEd, Shilpa J. Patel MD, Theodore C. Sectish MD, Nancy D. Spector MD, Amy J. Starmer MD, MPH, Adam Stevenson MD, Clifton E. Yu MD�
I-PASS EEC Simulation Subcommittee: Sharon Calaman MD (Chair), Jennifer H. Hepps MD, Joseph O. Lopreiato MD, MPH, Clifton E. Yu MD�
I-PASS Scientific Oversight Committee: Christopher P. Landrigan MD, MPH, Sanjay Mahant MD, MSc, Theodore C. Sectish MD, Nancy D. Spector MD, Rajendu Srivastava MD, MPH, Amy J. Starmer MD, MPH, Karen M. Wilson MD, MPH, Daniel C. West MD

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Participating I-PASS Institutions

Boston Children’s Hospital / Harvard Medical School (Coordinating Site)
Brigham and Women’s Hospital / Harvard Medical School (Data Coordinating Center)
Benioff Children’s Hospital / University of California San Francisco School of Medicine
Cincinnati Children’s Hospital Medical Center / University of Cincinnati College of Medicine
Doernbecher Children’s Hospital / Oregon Health & Science University School of Medicine
Hospital for Sick Children / University of Toronto
Lucile Packard Children’s Hospital / Stanford University School of Medicine
National Capital Consortium / Uniformed Services University of the Health Sciences
Primary Children’s Medical Center / Intermountain Healthcare / University of Utah School of Medicine
St. Louis Children’s Hospital / Washington University School of Medicine�St. Christopher’s Hospital for Children / Drexel University College of Medicine

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Funding and Resources

The I-PASS project is supported by Grant Number R18AE000029 from the U.S. Department of Health and Human Services, Office of the Assistant Secretary for Planning and Evaluation. The content is solely the responsibility of the authors and does not necessarily represent the official views of the federal government.

Additional funding for the I-PASS project is provided by:

Oregon Comparative Effectiveness Research K12 Program, Grant Number 1K12HS019456 from the Agency for Healthcare Research and Quality (AHRQ)
Medical Research Foundation of Oregon
Physician Services Incorporated Foundation (of Ontario)
Pfizer (unrestricted medical education grant)

The Pediatric Research in Inpatient Settings (PRIS) Network and the Initiative for Innovation in Pediatrics Education (IIPE) contributed to the management and oversight of I-PASS.

The Controlled Risk Management Insurance Company (CRICO) and the Boston Children's Hospital Program for Patient Safety and Quality supported a pilot study at Boston Children's Hospital that aided in the development of I-PASS.

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VERSION 2.0

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Better handoffs. Safer care.