Unpacking the Complexity of Patient Handoffs Through the Lens of Cognitive Load Theory

References

• Vidyarthi AR, Arora V, Schnipper JL, Wall SD, Wachter RM. Managing discontinuity in academic medical centers: Strategies for a safe and effective resident sign-out. Journal of Hospital Medicine 2006;14:257–66.
   Web of Science ®Google Scholar
• Axelrod L, Shah DJ, Jena AB. The European working time directive: An uncontrolled experiment in medical care and education. Journal of the American Medical Association 2013;3095:447–8.
   Web of Science ®Google Scholar
• Accreditation Council of Graduate Medical Education. Program requirements 2003. http://www.acgme.org/acgmeweb/Portals/0/PDFs/dh-ComparisonTable2003v2011.pdf. Accessed March 9, 2015.
   Google Scholar
• Horwitz LI, Moin T, Krumholz HM, Wang L, Bradley EH. Consequences of inadequate sign-out for patient care. Archives of Internal Medicine 2008;16816:1755–60.
   Google Scholar
• Kripalani S, LeFevre F, Phillips CO, Williams MV, Basaviah P, Baker DW. Deficits in communication and information transfer between hospital-based and primary care physicians: Implications for patient safety and continuity of care. Journal of the American Medical Association 2007;2978:831–41.
   Web of Science ®Google Scholar
• Singh H, Thomas EJ, Petersen LA, Studdert DM. Medical errors involving trainees: A study of closed malpractice claims from 5 insurers. Archives of Internal Medicine 2007;16719:2030–6.
   Google Scholar
• Arora V, Johnson J. A model for building a standardized hand-off protocol. Joint Commission Journal on Quality and Patient Safety 2006;3211:646–55.
   Google Scholar
• Wohlauer MV, Arora VM, Horwitz LI, Bass EJ, Mahar SE, Philibert I, et al. The patient handoff: a comprehensive curricular blueprint for resident education to improve continuity of care. Academic Medicine 2012;874:411–8.
   Web of Science ®Google Scholar
• Starmer AJ, O'Toole JK, Rosenbluth G, Calaman S, Balmer D, West DC, et al. Development, implementation, and dissemination of the I-PASS handoff curriculum: A multisite educational intervention to improve patient handoffs. Academic Medicine 2014;896:876–84.
   Web of Science ®Google Scholar
• Patterson ES, Roth EM, Woods DD, Chow R, Gomes JO. Handoff strategies in settings with high consequences for failure: Lessons for health care operations. International Journal for Quality in Health Care 2004;162:125–32.
   Web of Science ®Google Scholar
• UHC best practice recommendation. Patient communication white paper. Chicago, IL: University Health System Consortium, May 2006.
   Google Scholar
• National Research Council. Resident duty hours: Enhancing sleep, supervision, and safety. Washington, DC: The National Academies Press, 2009.
   Google Scholar
• Accreditation Council of Graduate Medical Education. Common program requirements 2011. http://www.acgme.org/acWebsite/dutyHours/dh_index.asp. Accessed March 9, 2015.
   Google Scholar
• Starmer AJ, Spector ND, Srivastava R, West DC, Rosenbluth G, Allen AD, et al. Changes in medical errors after implementation of a handoff program. New England Journal of Medicine 2014;37119:1803–12.
   Web of Science ®Google Scholar
• Arora VM, Johnson JK, Meltzer DO, Humphrey HJ. A theoretical framework and competency-based approach to improving handoffs. Quality and Safety in Health Care 2008;171:11–4.
   Google Scholar
• DeVito JA. The interpersonal communication book. 10th ed. Boston, MA: Pearson Education, 2004.
   Google Scholar
• van Merriënboer JJG, Sweller J. Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review 2005;172:147–77.
   Web of Science ®Google Scholar
• van Merriënboer JJG, Kirschner P. Ten steps to complex learning: A systematic approach to four-component instructional design. New York, NY: Routledge, 2013.
   Google Scholar
• Sweller J. Cognitive load during problem solving: Effects on learning. Cognitive Science 1988;122:257–85.
   Web of Science ®Google Scholar
• van Merriënboer JJG, Sweller J. Cognitive load theory in health professional education: Design principles and strategies. Medical Education 2010;441:85–93.
   Web of Science ®Google Scholar
• Young JQ, Van Merrienboer J, Durning S, Ten Cate O. Cognitive load theory: Implications for medical education: AMEE Guide No. 86. Medical Teacher 2014;365:371–84.
   Web of Science ®Google Scholar
• Young JQ, Niehaus B, Lieu SC, O'Sullivan PS. Improving resident education and patient safety: a method to balance initial caseloads at academic year-end transfer. Academic Medicine 2010;859:1418–24.
   Web of Science ®Google Scholar
• Atkinson RC, Shiffrin RM. Human memory: A proposed system and its control processes. In KW Spence, JT Spence (Eds.), Psychology of learning and motivation (Vol. 2, pp. 89–195). New York, NY: Academic Press, 1968.
   Google Scholar
• Issa N, Schuller M, Santacaterina S, Shapiro M, Wang E, Mayer RE, et al. Applying multimedia design principles enhances learning in medical education. Medical Education 2011;458:818–26.
   Web of Science ®Google Scholar
• Mayer RE. Applying the science of learning to medical education. Medical Education 2010;446:543–9.
   Web of Science ®Google Scholar
• Simons DJ, Chabris CF. Gorillas in our midst: Sustained inattentional blindness for dynamic events. Perception 1999;289:1059–74.
   Google Scholar
• Miller GA. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review 1956;632:81–97.
   Google Scholar
• Cowan N. The magical number 4 in short-term memory: A reconsideration of mental storage capacity. Behavioral and Brain Sciences 2001;241:87–114.
   Web of Science ®Google Scholar
• Kirschner PA, Sweller J, Clark RE. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 2006;412:75–86.
   Web of Science ®Google Scholar
• Baddeley A. Working memory: Theories, models, and controversies. Annual Review of Psychology 2012;63:1–29.
   PubMed Web of Science ®Google Scholar
• Mousavi SY, Low R, Sweller J. Reducing cognitive load by mixing auditory and visual presentation modes. Journal of Educational Psychology 1995;872:319–34.
   Web of Science ®Google Scholar
• Baddeley AD. Human memory: Theory and practice. Rev. ed. Boston, MA: Allyn and Bacon, 1998.
   Google Scholar
• Custers EJ. Thirty years of illness scripts: Theoretical origins and practical applications. Medical Teacher 2014; 37:1–6.
   PubMed Web of Science ®Google Scholar
• Koenig CJ, Maguen S, Daley A, Cohen G, Seal KH. Passing the baton: A grounded practical theory of handoff communication between multidisciplinary providers in two Department of Veterans Affairs outpatient settings. Journal of General Internal Medicine 2013;281:41–50.
   Web of Science ®Google Scholar
• Riesenberg LA, Leitzsch J, Little BW. Systematic review of handoff mnemonics literature. American Journal of Medical Quality 2009;243:196–204.
   Web of Science ®Google Scholar
• Lave J, Wenger E. Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press, 1991.
   Google Scholar
• Vygotsky LS, Cole M. Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978.
   Google Scholar
• Sweller J, van Merrienboer JJG, Paas FGWC. Cognitive architecture and instructional design. Educational Psychology Review 1998;103:251–96.
   Web of Science ®Google Scholar
• Mayer RE, Moreno R. Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 2003;381:43–52.
   Web of Science ®Google Scholar
• Gohar A, Adams A, Gertner E, Sackett-Lundeen L, Heitz R, Engle R, et al. Working memory capacity is decreased in sleep-deprived internal medicine residents. Journal of Clinical Sleep Medicine 2009;53:191–7.
   Google Scholar
• Carlson R, Chandler P, Sweller J. Learning and understanding science instructional material. Journal of Educational Psychology 2003;953:629–40.
   Web of Science ®Google Scholar
• Plass JL, Moreno R, Brünken R. Cognitive load theory. Cambridge, UK: Cambridge University Press, 2010.
   Google Scholar
• Sweller J, Ayres PL, Kalyuga S. Cognitive load theory. New York, NY: Springer, 2011.
   Google Scholar
• Sweller J. Implications of cognitive load theory for multimedia learning. In R Mayer (Ed.), The Cambridge handbook of multimedia learning (pp. 19–30). New York, NY: Cambridge University Press, 2005.
   Google Scholar
• Sweller J, van Merrienboer JJG. Cognitive load theory and instructional design for medical education. In K Walsh (Ed.), The Oxford textbook of medical education (pp. 74–85). Oxford, UK: Oxford University Press, 2013.
   Google Scholar
• Agency for Healthcare Research and Quality. TeamSTEPPS 2.0: Core Curriculum. 2014; Available at: http://www.ahrq.gov/professionals/education/curriculum-tools/teamstepps/instructor/index.html.
   Google Scholar
• Konkola R, Tuomi-Gröhn T, Lambert P, Ludvigsen S. Promoting learning and transfer between school and workplace. Journal of Education and Work 2007;203:211–28.
   Google Scholar
• Schunk DH. Learning theories: An educational perspective. 6th ed. Boston, MA: Pearson, 2012.
   Google Scholar
• Lockspeiser TM, O'Sullivan P, Teherani A, Muller J. Understanding the experience of being taught by peers: The value of social and cognitive congruence. Advances in `Health Sciences Education: Theory and Practice 2008;133:361–72.
   Web of Science ®Google Scholar
• Kalyuga S. Expertise reversal effect and its implications for learner-tailored instruction. Educational Psychology Review 2007;194:509–39.
   Web of Science ®Google Scholar
• Greenstein EA, Arora VM, Staisiunas PG, Banerjee SS, Farnan JM. Characterising physician listening behaviour during hospitalist handoffs using the HEAR checklist. BMJ Quality & Safety 2013;223:203–9.
   Web of Science ®Google Scholar
• Sandars J, Cleary TJ. Self-regulation theory: Applications to medical education: AMEE Guide No. 58. Medical Teacher 2011;3311:875–86.
   Web of Science ®Google Scholar
• Stalmeijer RE, Dolmans DH, Snellen-Balendong HA, van Santen-Hoeufft M, Wolfhagen IH, Scherpbier AJ. Clinical teaching based on principles of cognitive apprenticeship: Views of experienced clinical teachers. Academic Medicine 2013;886:861–5.
   Web of Science ®Google Scholar
• Ten Cate O, Kusurkar RA, Williams GC. How self-determination theory can assist our understanding of the teaching and learning processes in medical education. AMEE Guide No. 59. Medical Teacher 2011;3312:961–73.
   Web of Science ®Google Scholar
• Kusurkar RA, Croiset G, Mann KV, Custers E, Ten Cate O. Have motivation theories guided the development and reform of medical education curricula? A review of the literature. Academic Medicine 2012;876:735–43.
   Web of Science ®Google Scholar
• Pintrich PR. An achievement goal theory perspective on issues in motivation terminology, theory, and research. Contemporary Educational Psychology 2000;251:92–104.
   Web of Science ®Google Scholar
• Ryan RM, Deci EL. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist 2000;551:68–78.
   Google Scholar
• Artino AR, Jr., Holmboe ES, Durning SJ. Control-value theory: Using achievement emotions to improve understanding of motivation, learning, and performance in medical education: AMEE Guide No. 64. Medical Teacher 2012;343:e148–60.
   Google Scholar
• Leppink J, Paas F, Van der Vleuten CP, Van Gog T, Van Merrienboer JJ. Development of an instrument for measuring different types of cognitive load. Behavior Research Methods. 2013;45:1058–72.
   PubMed Web of Science ®Google Scholar
• Young JQ, Sewell JL. Applying cognitive load theory to medical education: Construct and measurement challenges. Perspectives on Medical Education 2015;4:107–9.
   PubMed Web of Science ®Google Scholar
• Leppink J, Paas F, van Gog T, van der Vleuten CPM, van Merrienboer JJG. Effects of pairs of problems and examples on task performance and different types of cognitive load. Learning and Instruction 2014;30:32–42.
   Web of Science ®Google Scholar