title: Strategies for improving education on night-float rotations: a review.
abstract: BACKGROUND
  Night float rotations (NF) have been developed as a means of achieving duty hour compliance among residency programs. These were initially pioneered in the late 1980s as a response to fatigue among residents. The NF experience had its genesis in work hour reform and providing hospital service moreso than education. However, as NF has become ubiquitous, it is not clear that we have adequately revisited the educational component of this experience. We systematically reviewed the literature on educational aspects of a night float experience.
  
  
  METHODS
  PubMed searches were conducted for the terms "night float" and "night, curriculum, residency." This yielded 320 articles. Concerning educational aspects of the NF reduced the total to 134 articles. Editorials and those concerning procedural volumes or handoffs were also excluded. Most articles used surveys as methodology, so formal statistical analysis was not possible.
  
  
  RESULTS
  In total, 42 independent articles were found that directly related to the educational value of NF rotations, spanning all of the medical disciplines. Each study was searched for interventions or strategies that may affect the educational value of the NF experience. These may be grouped broadly into 3 discrete categories: (1) attention to the sleep-wake cycle, (2) addition of personal to augment the experience and (3) incorporation of formal educational elements to night rotations. A summary of these strategies is presented in Table 3.
  
  
  CONCLUSIONS
  NF is a practical solution to the challenge of work hour restrictions in residency, and is likely to persist in the future. Some educational issues arise due to the altered physiology of a reversed sleep-wake cycle, which may be best resolved through structural limitations of the night rotations. Other deficiencies are based on lack of interactions, for which there are strategies to improving the NF educational experience.
authors.affiliation: University of Maryland School of Medicine, Baltimore, Maryland.
authors.forename: Adam S
authors.initials: AS
authors.lastname: Weltz
authors.affiliation: University of Maryland School of Medicine, Baltimore, Maryland.
authors.forename: Arielle
authors.initials: A
authors.lastname: Cimeno
authors.affiliation: University of Maryland School of Medicine, Baltimore, Maryland. Electronic address: skavic@smail.umaryland.edu.
authors.forename: Stephen M
authors.initials: SM
authors.lastname: Kavic
mesh_terms: D039602:After-Hours Care / Q000458:organization & administration*; D004503:Education, Medical, Graduate / Q000458:organization & administration; D005260:Female; D013502:General Surgery / Q000193:education*; D006801:Humans; D007396:Internship and Residency / Q000458:organization & administration*; D008297:Male; D020380:Needs Assessment; D010561:Personnel Staffing and Scheduling / Q000458:organization & administration*; D058996:Quality Improvement; D013503:Surgery Department, Hospital / Q000458:organization & administration; D014481:United States; D014940:Work Schedule Tolerance; D016526:Workload
keywords: Patient Care, Interpersonal and Communication Skills; Practice-Based Learning and Improvement; education; night float; service; sleep-wake cycle; surgery residency; work hour restrictions