Colleen Y Colbert1, Andrei Brateanu2, Amy S Nowacki3, Allison Prelosky-Leeson4, Judith C French5. 1. is Director, Office of Educator and Scholar Development, Education Institute, Cleveland Clinic, and Associate Professor of Medicine, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CWRU). 2. is Associate Program Director, Internal Medicine Residency Program, Cleveland Clinic, and Associate Professor of Medicine, Cleveland Clinic Lerner College of Medicine of CWRU. 3. is Associate Staff Biostatistician, Department of Quantitative Health Sciences in the Lerner Research Institute at Cleveland Clinic, and Associate Professor of Medicine, Cleveland Clinic Lerner College of Medicine of CWRU. 4. is Program Manager, Office of Educator and Scholar Development, Education Institute, Cleveland Clinic. 5. is Vice Chair and Surgical Educator, General Surgery Residency Program, Cleveland Clinic, and Assistant Professor of Medicine, Cleveland Clinic Lerner College of Medicine of CWRU.
Abstract
BACKGROUND: In medical education, self-administered questionnaires are used to gather information for needs assessments, innovation projects, program evaluations, and research studies. Despite the importance of survey methodology, response rates have declined for years, especially for physicians. OBJECTIVE: This study explored residents' experiences with survey participation and perceptions of survey design and implementation. METHODS: In 2019, residents at a large Midwestern academic medical center were recruited via email to participate in mixed specialty focus groups (FGs). Narrative comments were recorded, transcribed, and then analyzed via conventional content analysis, utilizing cognitive sociology as a conceptual framework. Themes and subthemes were generated iteratively. RESULTS: Postgraduate year 1-4 residents (n = 33) from internal medicine, surgery, and neurology participated in 7 FGs (3-7 participants/group) from April-May 2019. Eight themes were generated during content analysis: Negative emotions, professionalism, accuracy, impact, survey design/implementation, biases, survey fatigue, and anonymity. Residents questioned the accuracy of survey data, given the tendency for self-selection to drive survey participation. Residents wanted survey participation to be meaningful and reported non-participation for a variety of reasons, including doubts over impact. Satisficing and breakoffs were commonly reported. CONCLUSIONS: Though residency program cultures differ across institutions, the findings from this study, including potential barriers to survey participation, should be relevant to anyone in graduate medical education using survey methodology for programmatic data collection, accreditation, and research purposes.
BACKGROUND: In medical education, self-administered questionnaires are used to gather information for needs assessments, innovation projects, program evaluations, and research studies. Despite the importance of survey methodology, response rates have declined for years, especially for physicians. OBJECTIVE: This study explored residents' experiences with survey participation and perceptions of survey design and implementation. METHODS: In 2019, residents at a large Midwestern academic medical center were recruited via email to participate in mixed specialty focus groups (FGs). Narrative comments were recorded, transcribed, and then analyzed via conventional content analysis, utilizing cognitive sociology as a conceptual framework. Themes and subthemes were generated iteratively. RESULTS: Postgraduate year 1-4 residents (n = 33) from internal medicine, surgery, and neurology participated in 7 FGs (3-7 participants/group) from April-May 2019. Eight themes were generated during content analysis: Negative emotions, professionalism, accuracy, impact, survey design/implementation, biases, survey fatigue, and anonymity. Residents questioned the accuracy of survey data, given the tendency for self-selection to drive survey participation. Residents wanted survey participation to be meaningful and reported non-participation for a variety of reasons, including doubts over impact. Satisficing and breakoffs were commonly reported. CONCLUSIONS: Though residency program cultures differ across institutions, the findings from this study, including potential barriers to survey participation, should be relevant to anyone in graduate medical education using survey methodology for programmatic data collection, accreditation, and research purposes.
Authors: Michaela Brtnikova; Lori A Crane; Mandy A Allison; Laura P Hurley; Brenda L Beaty; Allison Kempe Journal: PLoS One Date: 2018-08-23 Impact factor: 3.240
Authors: Krisda H Chaiyachati; Jason Roy; David A Asch; C Jessica Dine; Sanjay Desai; Lisa M Bellini; Judy A Shea Journal: J Gen Intern Med Date: 2019-06 Impact factor: 5.128