Impact of Duty-Hour Restriction on Resident Inpatient Teaching

BACKGROUND: Education and patient care are essential to academic hospitalists, and residents are key partners in these goals. The Accreditation Council for Graduate Medical Education (ACGME) duty-hour restrictions (DHR) likely impacted aspects of resident teaching, well-being, and patient care practices that affect the duties of academic hospitalists. OBJECTIVE: To determine the impact of DHR on resident teaching time and the factors associated with, and impacts of, time spent teaching. DESIGN: Cross-sectional survey. SETTING AND MEASUREMENTS: A total of 164 internal medicine residents at University of California, San Francisco (UCSF), San Francisco, CA were queried regarding their time spent teaching, completion of administrative tasks, number of hours worked, frequency of emotional exhaustion, and satisfaction with quality of patient care provided after DHR. Regression analyses identified factors associated with decreased teaching time and determined that there were associations between time spent teaching, emotional exhaustion, and satisfaction with quality of patient care. RESULTS: A total of 125 residents (76%) responded; 24 % reported spending less time teaching. Less time teaching was associated with being a postgraduate year (PGY)-2 (odds ratio [OR], 7.14; 95 % confidence interval [CI], 1.56-32.79) or PGY-3 (OR, 8.23; 95 % CI, 1.44-47.09), reporting working <80 hours/week (OR, 5.99; 95 % CI, 1.11-32.48) and spending a greater percentage of time on administrative tasks (OR, 1.03; 95 % CI, 1.00-1.06). Those residents who spent less time teaching als