OBJECTIVE: To assess the value of a faculty and resident medical education development program. STUDY DESIGN: Modules on Accreditation Council for Graduate Medical Education (ACGME) competencies and evaluation, teaching methods, and Residency Review Committee guidelines were created, beta tested, and installed on a website. Pretests and posttests were developed. Faculty and residents were required to complete the course. At initiation and 6 months after training, residents completed a feedback perception survey. Statistical analysis was performed using Student t test. P < .05 was considered significant. RESULTS: Forty-nine voluntary faculty members and residents completed the course. The posttest scores on all the ACGME competencies were significantly higher than the pretest scores (P < .05). The results of the residents' survey indicated that the educational development program significantly improved their perceptions of corrective and immediate feedback by faculty. CONCLUSION: A formal Internet-based program significantly increases short-term cognitive knowledge about the ACGME competencies among participants and improves trainees' perceptions of the quality of faculty feedback up to 6 months after training.
OBJECTIVE: To assess the value of a faculty and resident medical education development program. STUDY DESIGN: Modules on Accreditation Council for Graduate Medical Education (ACGME) competencies and evaluation, teaching methods, and Residency Review Committee guidelines were created, beta tested, and installed on a website. Pretests and posttests were developed. Faculty and residents were required to complete the course. At initiation and 6 months after training, residents completed a feedback perception survey. Statistical analysis was performed using Student t test. P < .05 was considered significant. RESULTS: Forty-nine voluntary faculty members and residents completed the course. The posttest scores on all the ACGME competencies were significantly higher than the pretest scores (P < .05). The results of the residents' survey indicated that the educational development program significantly improved their perceptions of corrective and immediate feedback by faculty. CONCLUSION: A formal Internet-based program significantly increases short-term cognitive knowledge about the ACGME competencies among participants and improves trainees' perceptions of the quality of faculty feedback up to 6 months after training.
Authors: Helen M Shields; Daniel Guss; Samuel C Somers; B Price Kerfoot; Brian S Mandell; Win J Travassos; Sonal M Ullman; Seema Maroo; James P Honan; Laurie W Raymond; Eric M Goldberg; Daniel A Leffler; Jane N Hayward; Stephen R Pelletier; Alexander R Carbo; Laurie N Fishman; Barbara J Nath; Michele A Cohn; Janet P Hafler Journal: Acad Med Date: 2007-05 Impact factor: 6.893