Establishing the Patient Task Facilitator Program: Redefining the Shadower Role.
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| Title: | Establishing the Patient Task Facilitator Program: Redefining the Shadower Role. |
|---|---|
| Authors: | Janicki, Adam1 (AUTHOR) adam.janicki@brown.edu, Gonzalez, Stephanie2 (AUTHOR), Dorfsman, Michele L.2 (AUTHOR) |
| Source: | AEM Education & Training. Oct2025, Vol. 9 Issue 5, p1-5. 5p. |
| Subject Terms: | Patient care, Patient experience, Hospital emergency services, Patient satisfaction, Mentoring, Medical personnel, Social role, Mentoring in the professions |
| Abstract: | Background: Physician shadowing offers exposure to physicians' daily responsibilities, roles, and understanding of patient interactions. Given the pressure to maintain clinical productivity, including students in Emergency Department care may be difficult. Student impact on patient care and physician workflow is understudied, and novel programs seeking to incorporate students are warranted. Methods: We created a longitudinal educational program that combines physician mentorship and an in‐depth clinical experience by offering more direct patient‐facing activities compared with traditional volunteering or shadowing. We aimed to improve patient Emergency Department experience, incorporate students into the care team to improve the patient and family experience, and allow faculty to benefit from enhanced workflow by reducing the need for physician and nursing attention. Students served as a patient care concierge by carrying a mobile phone and providing patients with a business card with their phone number so they could be reached for questions, needs, or concerns. Students were not permitted to discuss test results, answer medical questions, or discuss care plans. The program has been modified based on feedback, which is obtained semi‐annually. Results: The patient task facilitator program has been active since 2019. Forty‐two students and eight attending physicians have participated. Three students (7%) with engagement below expectations were removed from the program. Adaptations include ensuring consistent mentor pairing, increased phone availability, and internal promotion of the program. Faculty and student satisfaction was high; 74% of students reported plans to pursue careers in medicine, and faculty reported improved productivity, patient satisfaction, and nursing availability. Patients mentioned their patient task facilitator on Press Ganey surveys on multiple occasions as being positive and helpful, with no negative experiences noted. Conclusion: The Patient Task Facilitator program improved both students' and faculty's satisfaction with shadowing, and additionally improved attending productivity, nursing availability, and patient satisfaction. [ABSTRACT FROM AUTHOR] |
| Copyright of AEM Education & Training is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188875018 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Establishing the Patient Task Facilitator Program: Redefining the Shadower Role. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Janicki%2C+Adam%22">Janicki, Adam</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> adam.janicki@brown.edu</i><br /><searchLink fieldCode="AR" term="%22Gonzalez%2C+Stephanie%22">Gonzalez, Stephanie</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Dorfsman%2C+Michele+L%2E%22">Dorfsman, Michele L.</searchLink><relatesTo>2</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22AEM+Education+%26+Training%22">AEM Education & Training</searchLink>. Oct2025, Vol. 9 Issue 5, p1-5. 5p. – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Patient+care%22">Patient care</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+experience%22">Patient experience</searchLink><br /><searchLink fieldCode="DE" term="%22Hospital+emergency+services%22">Hospital emergency services</searchLink><br /><searchLink fieldCode="DE" term="%22Patient+satisfaction%22">Patient satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22Medical+personnel%22">Medical personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Social+role%22">Social role</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring+in+the+professions%22">Mentoring in the professions</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: Physician shadowing offers exposure to physicians' daily responsibilities, roles, and understanding of patient interactions. Given the pressure to maintain clinical productivity, including students in Emergency Department care may be difficult. Student impact on patient care and physician workflow is understudied, and novel programs seeking to incorporate students are warranted. Methods: We created a longitudinal educational program that combines physician mentorship and an in‐depth clinical experience by offering more direct patient‐facing activities compared with traditional volunteering or shadowing. We aimed to improve patient Emergency Department experience, incorporate students into the care team to improve the patient and family experience, and allow faculty to benefit from enhanced workflow by reducing the need for physician and nursing attention. Students served as a patient care concierge by carrying a mobile phone and providing patients with a business card with their phone number so they could be reached for questions, needs, or concerns. Students were not permitted to discuss test results, answer medical questions, or discuss care plans. The program has been modified based on feedback, which is obtained semi‐annually. Results: The patient task facilitator program has been active since 2019. Forty‐two students and eight attending physicians have participated. Three students (7%) with engagement below expectations were removed from the program. Adaptations include ensuring consistent mentor pairing, increased phone availability, and internal promotion of the program. Faculty and student satisfaction was high; 74% of students reported plans to pursue careers in medicine, and faculty reported improved productivity, patient satisfaction, and nursing availability. Patients mentioned their patient task facilitator on Press Ganey surveys on multiple occasions as being positive and helpful, with no negative experiences noted. Conclusion: The Patient Task Facilitator program improved both students' and faculty's satisfaction with shadowing, and additionally improved attending productivity, nursing availability, and patient satisfaction. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of AEM Education & Training is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/aet2.70084 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 5 StartPage: 1 Subjects: – SubjectFull: Patient care Type: general – SubjectFull: Patient experience Type: general – SubjectFull: Hospital emergency services Type: general – SubjectFull: Patient satisfaction Type: general – SubjectFull: Mentoring Type: general – SubjectFull: Medical personnel Type: general – SubjectFull: Social role Type: general – SubjectFull: Mentoring in the professions Type: general Titles: – TitleFull: Establishing the Patient Task Facilitator Program: Redefining the Shadower Role. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Janicki, Adam – PersonEntity: Name: NameFull: Gonzalez, Stephanie – PersonEntity: Name: NameFull: Dorfsman, Michele L. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 24725390 Numbering: – Type: volume Value: 9 – Type: issue Value: 5 Titles: – TitleFull: AEM Education & Training Type: main |
| ResultId | 1 |
