title: Impact of duty-hour restriction on resident inpatient teaching.
abstract: 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.
  
  
  METHODS
  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 also reported less frequent emotional exhaustion (P = 0.003) and more satisfaction with quality of care (P = 0.006).
  
  
  CONCLUSIONS
  DHR has decreased teaching time for some residents, and those residents are more likely to be less emotionally exhausted and deliver self-perceived higher quality of care. Academic hospitalists should consider these impacts of DHR and make adjustments such as educational and work-life innovations to account for these shifts.
authors.affiliation: Department of Medicine, University of California, San Francisco, San Francisco, California 94143-0131, USA. lindsay.mazotti@ucsf.edu
authors.forename: Lindsay A
authors.initials: LA
authors.lastname: Mazotti
authors.forename: Arpana R
authors.initials: AR
authors.lastname: Vidyarthi
authors.forename: Robert M
authors.initials: RM
authors.lastname: Wachter
authors.forename: Andrew D
authors.initials: AD
authors.lastname: Auerbach
authors.forename: Patricia P
authors.initials: PP
authors.lastname: Katz
mesh_terms: D000328:Adult; D002983:Clinical Competence; D003430:Cross-Sectional Studies; D004503:Education, Medical, Graduate / Q000379:methods*; D005260:Female; D006801:Humans; D007297:Inpatients; D007396:Internship and Residency / Q000379:methods*; D008297:Male; D005791:Patient Care / Q000379:methods / Q000523:psychology; D010561:Personnel Staffing and Scheduling; D014940:Work Schedule Tolerance / Q000523:psychology