Providing Graduate Medical Education Orientation to Program Coordinators: A National Survey and Analysis

Abstract

Background The role of a program coordinator (PC) in graduate medical education (GME) has become increasingly important. Objective We surveyed PCs nationwide to identify the predictors of better performance outcomes. Methods A 58-question survey focusing on metrics that could be used to measure administrative performance was submitted electronically to 1515 PCs. Preplanned analysis was conducted to determine the association between receipt of training and PC performance metrics. Results A total of 712 (47%) PCs responded to the survey completely. Most (59%, 422 of 712) were from university programs. Respondents reported having received only GME training (17%, 121 of 712), only peer training (15%, 106 of 712), or both (9%, 67 of 712). Of those who reported, 51% (366 of 712) with GME training and 99% (708 of 712) with peer training found that training was helpful. The PCs who received both GME and peer training reported better performance, including lower rates of delayed starts and graduations, higher rates of compliance in cases and work hour reporting, and higher levels of readiness for internal reviews, GME visits, and the Match. The PCs who received only peer training reported better performance than did those with only GME training. Self-reported factors associated with improved PC performance were having prior administrative experience (β = 0.201, P = .010) and being a PC for a longer time (β = 0.188, P = .027). Conclusions Having only GME training did not seem sufficient for an optimal PC performance. A combination of peer and GME orientation yielded the best administrative outcomes.