A novel approach to the program evaluation committee

Abstract

BackgroundThe Accreditation Council for Graduate Medical Education requires each residency program to have a Program Evaluation Committee (PEC) but does not specify how the PEC should be designed. We sought to develop a PEC that promotes resident leadership and provides actionable feedback.MethodsParticipants were residents and faculty in the Traditional Internal Medicine residency program at Yale School of Medicine (YSM). One resident and one faculty member facilitated a 1-h structured group discussion to obtain resident feedback on each rotation. PEC co-facilitators summarized the feedback in written form, then met with faculty Firm Chiefs overseeing each rotation and with residency program leadership to discuss feedback and generate action plans. This PEC process was implemented in all inpatient and outpatient rotations over a 4-year period. Upon conclusion of the second and fourth years of the PEC initiative, surveys were sent to faculty Firm Chiefs to assess their perceptions regarding the utility of the PEC format in comparison to other, more traditional forms of programmatic feedback. PEC residents and faculty were also surveyed about their experiences as PEC participants.ResultsThe PEC process identified many common themes across inpatient and ambulatory rotations. Positives included a high caliber of teaching by faculty, highly diverse and educational patient care experiences, and a strong emphasis on interdisciplinary care. Areas for improvement included educational curricula on various rotations, interactions between medical and non-medical services, technological issues, and workflow problems. In survey assessments, PEC members viewed the PEC process as a rewarding mentorship experience that provided residents with an opportunity to engage in quality improvement and improve facilitation skills. Firm chiefs were more likely to review and make rotation changes in response to PEC feedback than to traditional written resident evaluations but preferred to receive both forms of feedback rather than either aloneConclusionsThe PEC process at YSM has transformed our program’s approach to feedback delivery by engaging residents in the feedback process and providing them with mentored quality improvement and leadership experiences while generating actionable feedback for program-wide change. This has led to PEC groups evaluating additional aspects of residency education.

Evaluation of the Processes and Outcomes of a Physician Leadership Program: The Continuous Feedback Loop Design

“…33 Consequently, the evaluation literature has had to adapt evaluation approaches for addressing continuous improvement issues in health care training programs to keep up with the pace of changes in the field. 34,35 This study illustrated the use of the continuous feedback-loop design to inform program improvement for practitioners and theorists alike.…”

Faculty Perspective on the Challenges Faced During Implementation of Integrated Curriculum

“…Staff retention and stability is vital for even distribution of workload and to achieve stability and knowledge retention. 12 Since UCD was the first dental college in the country to develop an integrated curriculum for dentistry, the faculty throughout remained unsure of how the curriculum itself would be evaluated at the end. While frequent meetings to discuss the issues with implementation were held, none of the said meetings focused on developing an evaluation program for the curriculum.…”

Program evaluation of postgraduate obstetrics and gynecology training in Lao people’s democratic republic - using the CIPP model

“…CIPP is widely used to evaluate the initiatives and interactions and to identify its strengths and weaknesses in medical education research including graduate medical education [ 1 , 6 – 8 ]. Moreover, this method is widely used not only evaluating programs in graduate medical education [ 9 ], but also in continuous professional development [ 10 ].…”