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teaching discussions, and use of electronic devices
that are unrelated to the handoff process or
patient care (eg, cellphones, computers, television,
radio). Observers also rated the quality of the
process of handoff delivery and reception, as well
as the handoff environment through 3 questions,
each on a Likert scale (1–5, 5 = best;
Fig 1
,
A
). Of
note, this study evaluated the process of delivering
and receiving patient handoffs, not the content or
quality of the message being delivered or received.
Fig 1.
(
A
) Likert scales used to evaluate the handoff delivery and reception processes, as well as the handoff environ-
ment. (
B
) Likert scales used to evaluate the source-receiver relationship.
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Hasan
et
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96