OBJECTIVE: 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. METHOD: 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. RESULTS: The statistical analyses support the implementation of the GME educator, file audits, and online courses designed to improve the quality of residency education. CONCLUSIONS: The GME office will continue to conduct audits, develop online learning resources, and provide one-on-one communication between the GME educator and program coordinators and directors. Our approach could serve as a model for other institutions interested in enhancing institutional oversight and the quality of their programs.
OBJECTIVE: 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. METHOD: 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. RESULTS: The statistical analyses support the implementation of the GME educator, file audits, and online courses designed to improve the quality of residency education. CONCLUSIONS: The GME office will continue to conduct audits, develop online learning resources, and provide one-on-one communication between the GME educator and program coordinators and directors. Our approach could serve as a model for other institutions interested in enhancing institutional oversight and the quality of their programs.
Authors: Patricia S O'Sullivan; Jeanne K Heard; Michael Petty; Cynthia C Mercado; Elizabeth Hicks Journal: Teach Learn Med Date: 2006 Impact factor: 2.414
Authors: Carol R Thrush; Elizabeth K Hicks; Sara G Tariq; Allison M Johnson; James A Clardy; Patricia S O'Sullivan; D Keith Williams Journal: Acad Med Date: 2007-10 Impact factor: 6.893
Authors: J M Klessig; S D Wolfsthal; M A Levine; W Stickley; R G Bing-You; T F Lansdale; D L Battinelli Journal: Acad Med Date: 2000-01 Impact factor: 6.893