A Matter of Urgency: Reducing Clinical Text Message Interruptions During Educational Sessions

At baseline, 82% of the sampled text messages sent during educational hours across both sites were considered nonurgent. The estimated proportion of urgent messages varies in the literature (5%-34%)^13-18 possibly due to center-specific methods of defining and measuring urgent messages. For example, different assessor training backgrounds, different numbers of assessors, and varying institutional policies are described.^13-17 We considered an urgent message to require a response or action within 1 hour or to represent an established “critical lab value” as per the institution. The high proportion of nonurgent interruptions found in this study and other works demonstrates the widespread nature of this problem within inpatient hospital settings; this phenomenon could potentially lead to unintended consequences on efficiency and medical education.

Few other initiatives have aimed to reduce interruptions to medical trainees during educational sessions. At one center, replacing numeric pagers with alphanumeric pagers decreased the need to return pages during educational sessions but did not decrease the overall number of pages.²¹ Another center implemented an inbox tool that reduced daytime nonurgent numeric pages.¹⁵ Similar to our center’s previous experience,¹¹ the total number of communications increased with the creation of the inbox tool.¹⁵ Unexpectedly, the introduction of an “FYI” option for senders in March 2015 did not increase the total number of messages.

Increasing use of text messages for communication between physicians and allied health professions has resulted in higher volumes of interruptions compared with conventional paging.^6,7,9 Excessive interruptions create a “crisis mode” work climate,¹⁰ which could compromise patient safety^25-27 and hamper trainees’ attainment of educational objectives.^18-20,23 During educational sessions, audible text, phone call, and email interruptions disrupt all learners in addition to the resident receiving the message. The creation of the “FYI” message option in March 2015 was associated with reduced overall daily interruptions, which may improve efficiency in residents’ clinical duties^17,18 and minimize multi-tasking that could lead to errors.²⁸ However, adding a real-time notification during educational hours (March 2016, modified June 2016) exerted the greatest impact specifically on educational interruptions. Engaging physicians in the creation and ongoing modification of instant-messaging interfaces can help customize technology to meet the needs of users.^15,29 Our work provides a strategy for improving communication between nurses and physicians in a teaching hospital setting, by achieving consensus on levels of urgency of different messages, providing a non-interrupting message option, and providing nurses with real-time information about educational hours.

Potential unintended consequences of the interventions require consideration. Discouraging interruptions may have reduced urgent patient care communications but were mitigated by enabling senders to ignore/override interruption warnings. We did not observe an increase in the number of overall calls to team devices, “Code Blues,” or critical care team consultations. However, we found that a very small (2%) but important group of “FYI” messages should have been sent as urgent interrupting messages, thereby underscoring the necessity for continuous feedback to senders on the clinical communication process.

Our study has limitations. Although educational interruptions can cause fragmented learning at our institution,¹⁹ the impact of reduced interruptions on the quality of educational sessions can only be inferred because we did not formally assess resident or staff physician perceptions on this outcome during the interventions. Moreover, we were unable to quantify interruptions received through personal smartphones, a frequent method of physician-physician communication.³⁰ Phone calls are the most intrusive of interruptions but were not the focus of interventions. Future work must consider documenting perceived appropriateness of calls in real time, similar to previous studies assessing paging urgency.^13,14,18 Biased ranking of message urgency was minimized by utilizing 3 independent adjudicators blinded to message date throughout the adjudication process and by applying established communication guidelines where available. Nevertheless, retrospective assessment of message urgency could be limited by a lack of clinical context, which may have been more apparent to the original sender and the recipient. Finally, at our center, a close relationship with the communication platform programmer made sequential modifications possible, while other institutions may have limited ability to make such changes. A different approach may be useful in some cases, such as modifying academic teaching times to limit interruptions.²³

In a large academic center, a high number of interrupting smartphone messages cause unnecessary distractions and reduce learning during educational hours. “Nonurgent” educational interruptions were reduced through successive improvement cycles, and ultimately by modifying the program interface to alert senders of educational hours. Further reduction in interruptions and sustainability may be achieved by studying phone call interruptions and by formalizing audit and feedback of sender’s adherence to standardized clinical communication methods.

Dr. Wu is supported by an award from the Mak Pak Chiu and Mak-Soo Lai Hing Chair in General Internal Medicine, University of Toronto. The authors would like to acknowledge Jason Uppal for his ongoing contribution to the improvement of clinical text message communications at our institution.