1060 Interactive Module on Sleep Training of Emergency Medicine Residents. (27th April 2018)

• Record Type: Journal Article
• Authors: Woofter, C R; Irfan, M
• Is Part Of: Sleep. Volume 41(2018)Supplement 1
• Page Start: A394
• Page End: A394
• Publication Date: 2018-04-27
• Subjects: Sleep -- Physiological aspects -- Periodicals; Sleep disorders -- Periodicals; Sommeil -- Aspect physiologique -- Périodiques; Sommeil, Troubles du -- Périodiques; Sleep disorders; Sleep -- Physiological aspects; Sleep -- physiological aspects; Sleep Wake Disorders; Psychophysiology; Electronic journals; Periodicals; 616.8498
• DOI: 10.1093/sleep/zsy061.1059
• Languages: English
• ISSNs: 0161-8105

Abstract

Abstract: Introduction: Residents frequently experience sleep disturbances impacting memory, performance, psychomotor vigilance and can lead to medical errors affecting patient care. If not addressed early in a trainee's career, they can contribute to dissatisfaction with professional and personal performance, and burnout. Emergency Medicine (EM) residents' schedules can fluctuate widely but their training in how to deal with such situations may be lacking. Methods: A vignette-based 50-minute interactive module was conducted for EM residents (n=23) geared toward sleep training. The brief vignette focusing on a resident struggling with sleep deprivation and burnout was used to facilitate discussion on sleep impairment, it's impact on performance, and strategies including resources available to help mitigate the effects. A brief presentation regarding countermeasures was done, followed by a question and answer session. Hand-outs regarding practical tools aiding adaptation to sleep schedule disruption were also provided. Pre- and post-session surveys were completed by residents assessing their understanding of sleep impairment, ability to employ countermeasures and resources to lessen the effects of sleep schedule disruption, and the utility of the module conducted. The results were analyzed attempting to detect trends and effectiveness of the session. Results: While pretest respondents were "neutral, " post-test respondents indicated they "agreed" they received sufficient sleep training. Awareness of potential countermeasures to attempt to adapt to sleep schedule changes increased from between "neutral" and "agreed, " to a post-session score of "strongly agree" and "agree." Prior to the module, respondents were "neutral" or not aware of available institutional resources for sleep problems. However, post-session, respondents "agreed" they were aware of resources, and that the session was highly informative. Conclusion: An interactive sleep teaching module is an effective way to help improve EM residents' knowledge of, not only the sleep related disturbances, but also how to manage them. In addition to duty hour restrictions, such non-didactic based teaching methods should also be extended to medical trainees to help prevent negative impact on patient care and resident burnout. Support (If Any): None.