Development of Evaluations to Assess the Quality of Residency Program Directors (original) (raw)
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Medical Education Online, 2006
Background: The authors describe the scope and impact of a professional development program for residency and fellowship program coordinators (PCs) at the University of Arkansas for Medical Sciences (UAMS) College of Medicine. PCs are vital in the success of their residency programs, yet few articles to date have addressed their increasingly complex roles. Purpose: This exploratory study examines PCs' professional characteristics, perceptions that influence professional development meeting attendance, and the impact of the Program Coordinators' Organization (PCO). Methods: All 44 PCs serving 53 residency and fellowship programs at UAMS were surveyed about their perceptions of the PCO in January 2006. Results: The majority of respondents agreed that the PCO has improved their abilities and interactions with their supervisors, colleagues, and residents and that the PCO has made an institution-wide impact on residency education. Conclusions: Sponsoring a PCO may be an effective tool for organizations to enhance the role of PCs and their graduate medical education programs.
Journal of Graduate Medical Education, 2016
Background Multi-source evaluation has demonstrated value for trainees, but is not generally provided to residency or fellowship program directors (PDs). Objective To develop, implement, and evaluate a PD multi-source evaluation process. Methods Tools were developed for PD evaluation by trainees, department chairs, and graduate medical education (GME) leadership. Evaluation questions were based on PD responsibilities, including Accreditation Council for Graduate Medical Education (ACGME) requirements. A follow-up survey assessed the process. Results Evaluation completion rates were as follows: trainees in academic year 2012–2013, 53% (958 of 1824), and in academic year 2013–2014, 42% (800 of 1898); GME directors in 2013–2014, 100% (95 of 95); and chairs/chiefs in 2013–2014, 92% (109 of 118). Results of a follow-up survey of PDs (66%, 59 of 90) and chairs (74%, 48 of 65) supports the evaluations' value, with 45% of responding PDs (25 of 56) and 50% of responding chairs (21 of 42)...
Journal of Graduate Medical Education, 2011
Background An effective working relationship between chief residents and residency program directors is critical to a residency program's success. Despite the importance of this relationship, few studies have explored the characteristics of an effective program director-chief resident partnership or how to facilitate collaboration between the 2 roles, which collectively are important to program quality and resident satisfaction. We describe the development and impact of a novel workshop that paired program directors with their incoming chief residents to facilitate improved partnerships. Methods The Accreditation Council for Graduate Medical Education sponsored a full-day workshop for residency program directors and their incoming chief residents. Sessions focused on increased understanding of personality styles, using experiential learning, and open communication between chief residents and program directors, related to feedback and expectations of each other. Participants comp...
Assessing the needs of residency program directors to meet the ACGME general competencies
Academic Medicine, 2002
Objective: Dutch higher education is freely accessible for those who have proper high school qualifications. However, admission to medical schools has been limited by government to regulate manpower planning. Selection has been carried out by a national lottery approach since 1972, but in 2000, the Dutch government asked medical schools to experiment with qualitative selection procedures at their own institutions. The University Medical Center Utrecht School of Medical Sciences has used a technique derived from assessment-center approaches to assist in the medical school admission process. Dutch assessment centers use observation procedures in which candidates act in simulated activities that are characteristic of the vacant position. Description: In April 2001, 61 candidates for 23 places were invited for selection days. After a selection interview, candidates were asked to perform activities that are characteristic of course requirements: (1) studying a three-to-five page text about diagnostic and therapeutic procedures of disease A during one hour; (2) explaining the studied procedures to another candidate and receiving information about disease B, studied by this other candidate, during one hour; (3) answering the questions of a standardized patient about disease A in 15 minutes; and (4) answering the questions of a standardized patient about disease B in 15 minutes. A threeperson selection committee behind a one-way screen observed the two 15-minute interviews with the standardized patients. The selection committee independently scored content quality of the information that was given to the standardized patients as well as the quality of attitude towards and communication with both patients. The average scores for these three criteria were weighted equally to arrive at a total score. In addition, each candidate received a score resulting from the interview with the other candidate who explained disease B. This score was combined with the other three to a final score. Discussion: The Utrecht medical curriculum may be viewed as a hybrid PBL program. Integration of basic and clinical sciences, patient contacts from the start, training of skills in communication with standardized patients, physical examination, extensive small-group teaching, structured independent studying, and collaboration to prepare for short presentations to peers were all characteristic of the medical school curriculum. Thus, the assessment-center technique reflected the characteristics of the medical school curriculum. First analyses showed satisfactory reliabilities of the three scores (0.79 to 0.92); the average agreement between raters was 0.60. Correlation analysis between scores supported the internal convergent and discriminant validity of the assessment activities. The predictive validity remains to be studied.
Residents ’ Education A Conceptual Model for Program Evaluation in Graduate Medical Education
2015
The author provides (1) a brief overview of the literature concerning program evaluation as applied to medical education, (2) a task-oriented conceptual model for use by residency directors in planning for program evaluation of graduate medical education training programs, (3) an explanation of the term "outcomes evaluation" including distinguishing between types of educational outcomes, and (4) a description of a five-step process of implementing the conceptual model. Recent accreditation standards for graduate medical education programs require a shift from a process-oriented to an outcomes-oriented model of evaluation. Accordingly, residency program directors must ensure compliance by undertaking comprehensive program evaluation procedures that demonstrate educational outcomes. Such procedures include attention to the need and focus of the evaluation; the evaluation methods to be used; and the documentation and presentation of evaluation results to key constituents. Involving teaching faculty and residents in developing a comprehensive evaluation program is vital to success. Regardless of philosophic debates pertaining to the appropriateness of the outcomes model for medical education, this approach appears likely to predominate in the foreseeable future particularly as related to the six general competencies of the physician. A practical, task-oriented approach will assist program directors in ensuring compliance with program evaluation standards.
Building Capacity Within a Residency Program
The chief resident plays a critical role in the educational, administrative, service, and research mission of the residency program. As the future leaders in academic medicine, we felt it was prudent to nurture the leadership skills and capacities of residents in ways that would serve and support the health of the program both during their time with us, but also as they move forward into their professional lives. A review of past practices had revealed weaknesses. For example, in the selection processes, there was a lack of clear role defini-tions, eligibility criteria, a transparent selection process, training or support for the role, or even clearly delineated responsibilities. Despite the ambiguity, past chief residents have all succeeded in their roles and have provided excellent role models for our newer chiefs; however, the training committee decided that this was an area that could be strengthened. A goal was established to conduct a needs assessment and then to research and document a plan to address the shortcomings. Our research revealed that our lack of attention to this area was actually quite common; few programs had clear processes, criteria, or policies in place. There also appeared to be conflicts between the ways in which the chief resident's role was conceptualized, compared to how it was carried out in practice.
Strategies for Residency Programs that Improve Medicine Departments and Teaching Hospitals
A n internal medicine residency program can be leveraged as a strategic advantage to a department of medicine and teaching hospital in the core mission areas of patient care, education, research, and community service. A prerequisite for success is congruent strategies and action plans of the residency program, department of internal medicine, and institution. To accomplish this end, it is critical to have an appropriate level of trust, support, and most importantly, ongoing dialogue. 1,2 This commentary presents strategic recommendations for maximizing the value of a residency program and translating that value to its department of internal medicine and host institution. These recommendations comprise a toolkit of strategic initiatives that will ideally spur creative discussion among residency program stakeholders. Each recommendation is framed by concrete examples of how implemented strategies can lead to win-win outcomes. These examples were primarily generated through direct communication with a national cross-section of residency program leadership and active faculty.
Journal of graduate medical education, 2010
To investigate whether a multimethod approach, including a new position dedicated to graduate medical education (GME) educator, online education modules, and program file audits, was associated with quality improvement in our residency programs. Data related to GME audits, residency review committee citations and cycle lengths were entered into a database. We conducted statistical analyses and calculated effect sizes to explore whether these resources were associated with program quality, as measured by maintaining necessary program policies and files, implementation of multiple assessments, increased residency review committee cycle lengths, and reductions in the number of citations. The statistical analyses support the implementation of the GME educator, file audits, and online courses designed to improve the quality of residency education. The GME office will continue to conduct audits, develop online learning resources, and provide one-on-one communication between the GME educat...
Journal of Graduate Medical Education, 2009
The chief resident plays an important role in internal medicine residencies, being positioned at the nexus between faculty and residents. The position is considered one of honor and prestige and provides a mark of distinction when applying for fellowship positions. 1,2 The job description may differ from one program to the next, ranging from a junior faculty position with high clinical demands to a more administrative office with expectations to lead recruiting efforts. It traditionally has a heavy didactic responsibility. Administrative, management, and personnel skills are crucial for a successful chief resident. 3 Chief residents act as role models, 4 build teamwork, 5 identify problem residents, and give constructive feedback. 6 Chief residents act as a link and advocate for residents to the program administrationcomparable to a ''middle manager.'' 7,8 They also organize grand rounds, facilitate morning reports, and provide bedside teaching while attending on hospital wards. 9 To date, no studies have addressed the demographics and dayto-day work life of chief residents. Our study attempted to provide these data using a nationwide survey of internal medicine program directors. Methods The Survey Committee of the Association of Program Directors in Internal Medicine (APDIM) is charged with developing questionnaires to track the baseline characteristics of the internal medicine residencies in the United States and to address current issues facing residencies and residency directors. The Survey Committee designed the questionnaire used in this study to include a section with