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Author Notes:

ACD: dziornya@email.chop.edu

Rodrigo Romao, Editor

The authors would like to thank the leadership of the Pediatric Residency Program for their support and assistance, especially the program director Dr. Lisa Zaoutis for her thoughtful review of this work; Dr. Joseph St. Geme, the chair of the Department of Pediatrics, for his advice and support; the Graduate Medical Education office including Dr. Stephen Ludwig, our Designated Institution Official, and Anne Marie Krause, for their support and review; and the Enterprise Analytics and Reporting team for providing access and support to the IBM DB2 Hadoop database.

Most importantly, we thank the 2015–2016 CHOP Pediatrics Residents for all that they do in the care of their patients and each other.

The authors have declared that no competing interests exist.


Research Funding:

The authors received no specific funding for this work.


  • Science & Technology
  • Multidisciplinary Sciences
  • Science & Technology - Other Topics

Pediatric trainees systematically under-report duty hour violations compared to electronic health record defined shifts


Journal Title:



Volume 14, Number 12


, Pages e0226493-e0226493

Type of Work:

Article | Final Publisher PDF


Duty hour monitoring is required in accredited training programs, however trainee self-reporting is onerous and vulnerable to bias. The objectives of this study were to use an automated, validated algorithm to measure duty hour violations of pediatric trainees over a full academic year and compare to self-reported violations. Duty hour violations calculated from electronic health record (EHR) logs varied significantly by trainee role and rotation. Block-by-block differences show 36.8% (222/603) of resident-blocks with more EHR-defined violations (EDV) compared to self-reported violations (SRV), demonstrating systematic under-reporting of duty hour violations. Automated duty hour tracking could provide real-time, objective assessment of the trainee work environment, allowing program directors and accrediting organizations to design and test interventions focused on improving educational quality.

Copyright information:

© 2019 Dziorny et al.

This is an Open Access work distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/).
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