BACKGROUND: A novel patient-centered curricular experience was implemented in an internal medicine residency program in 2007. There is little published evidence that what is taught in residency affects practice after graduation. OBJECTIVE: We sought to evaluate whether graduates perceived any long-term effects of participation in this patient-centered curriculum. METHODS: From July to September 2015, a web-based survey with quantitative and qualitative components was sent to graduates of the program to assess self-reported effects of this curriculum on current practice. Graduates spent 2 to 8 weeks on the intervention team during their training. Responses to open-ended questions were independently coded by 2 investigators, using the editing analysis method. Emergent themes and representative quotes are reported. RESULTS: Of 150 residents who completed at least 1 year of training from 2007 to 2014, 94 of 110 (85%) with available email addresses responded to this survey. Of respondents, 21 (22%) were still in fellowship training, and 71 (76%) were in full-time practice. The majority responded "a great deal" when asked if the experience was valuable to their training as a physician (72 of 94, 77%) or influenced their practice (59 of 94, 63%). Free-text comments indicate that residents felt the experience enhanced their understanding of social determinants of health, communication skills, relationship building, and ability to tailor treatments to individual patients. CONCLUSIONS: Internal medicine residency graduates reported that exposure to a curriculum focused on knowing patients as individuals had important enduring effects on their practice.
BACKGROUND: A novel patient-centered curricular experience was implemented in an internal medicine residency program in 2007. There is little published evidence that what is taught in residency affects practice after graduation. OBJECTIVE: We sought to evaluate whether graduates perceived any long-term effects of participation in this patient-centered curriculum. METHODS: From July to September 2015, a web-based survey with quantitative and qualitative components was sent to graduates of the program to assess self-reported effects of this curriculum on current practice. Graduates spent 2 to 8 weeks on the intervention team during their training. Responses to open-ended questions were independently coded by 2 investigators, using the editing analysis method. Emergent themes and representative quotes are reported. RESULTS: Of 150 residents who completed at least 1 year of training from 2007 to 2014, 94 of 110 (85%) with available email addresses responded to this survey. Of respondents, 21 (22%) were still in fellowship training, and 71 (76%) were in full-time practice. The majority responded "a great deal" when asked if the experience was valuable to their training as a physician (72 of 94, 77%) or influenced their practice (59 of 94, 63%). Free-text comments indicate that residents felt the experience enhanced their understanding of social determinants of health, communication skills, relationship building, and ability to tailor treatments to individual patients. CONCLUSIONS: Internal medicine residency graduates reported that exposure to a curriculum focused on knowing patients as individuals had important enduring effects on their practice.
Authors: Neda Ratanawongsa; Molly A Federowicz; Colleen Christmas; Laura A Hanyok; Janet D Record; David B Hellmann; Roy C Ziegelstein; Cynthia S Rand Journal: J Gen Intern Med Date: 2011-09-27 Impact factor: 5.128
Authors: Janet D Record; Ashwini Niranjan-Azadi; Colleen Christmas; Laura A Hanyok; Cynthia S Rand; David B Hellmann; Roy C Ziegelstein Journal: Med Educ Online Date: 2015-04-29
Authors: Mark V Wilcox; Megan S Orlando; Cynthia S Rand; Janet Record; Colleen Christmas; Roy C Ziegelstein; Laura A Hanyok Journal: Perspect Med Educ Date: 2017-02
Authors: Michelle Sharp; Nicole Williams; Sean Tackett; Laura A Hanyok; Colleen Christmas; Cynthia S Rand; Roy C Ziegelstein; Janet D Record Journal: Med Educ Online Date: 2022-12
Authors: Blair P Golden; Sean Tackett; Kimiyoshi Kobayashi; Terry Nelson; Alison Agrawal; Nicole Pritchett; Kaley Tilton; Geron Mills; Ting-Jia Lorigiano; Meron Hirpa; Jessica Lin; Sarah Disney; Matt Lautzenheiser; Shanshan Huang; Stephen A Berry Journal: J Gen Intern Med Date: 2022-01-10 Impact factor: 6.473
Authors: T A Milligan; A Yun; W C LaFrance; G Baslet; B Tolchin; J Szaflarski; V S S Wong; S Plioplys; B A Dworetzky Journal: Epilepsy Behav Rep Date: 2021-12-16