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Sunday, February 26 • 2:45pm - 3:30pm
SUNDANCE - [Oral Presentation] 1. The GME program conundrum: A grounded theory of valued characteristics Multicenter Evaluation

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2:45 PM - 3:00 PM

The GME program conundrum: A grounded theory of valued characteristics Multicenter Evaluation

G.F. Martinez, K.S. Knox, K. Spear-Ellinwood, K. Moynahan, C. Clemens, University of Arizona
Abstract Body: Introduction Hoekzema et al. state that Graduate Medical Education (GME) program quality is an ill-defined construct with no widely-agreed upon metrics. Yet, directors are required to complete reports regarding the quality of their programs. Previous studies explore residency director and resident perceptions and propose metrics to assess quality. Traditional metrics include: board pass rate, in-training exams, and accreditation status while others look at graduate trajectories, clinical performance measures or a combination of all. Little is known about what values inform the definition of program quality to other educational leaders. Research Question The purpose of our study is to learn how program quality is defined by a broader scope of educational leaders not included in previous studies. We ask: what metrics are valued that inform leaders about the quality of our GME programs that may be under recognized nationally? Methods In our IRB exempt study, we applied the inductive methodology of Grounded Theory to categorize concepts and formulate a hypothesis. In-depth hour long individual and focus group interviews were conducted and transcribed verbatim between August 2015 and May 2016. Participants included department chairs, vice chairs for education, residency directors and associate directors interviews (N =17) from five large clinical departments at the University of Arizona College of Medicine-Tucson. Constant comparison analysis was conducted. Results Overall, there was a belief that programs are only as good as the caliber of their residents, teaching faculty, curricular structure relative to departmental training missions. Valued metrics included: ratio of primary care or subspecialty career aspirations to actual matriculation achieved, percentage of residents presenting scholarly projects at national conferences, rate of clinical or educational research productivity of teaching faculty, degree of research opportunities, trainee diversity, percentage going into academic positions versus community practice, and faculty turnover impact. Differences in the perceived value in retaining students and residents into fellowships and faculty positions as a quality indicator emerged. Some assigned high value to the “pipeline” theme or hiring those they trained while others valued graduates leaving to prestigious academic institutions more. U.S. News & World Report and Doximity residency rankings were perceived as not valuable as criteria and methodologies were seen as irrelevant or flawed. We theorize that the above outcomes measured against specific department missions best indicates quality for those in our study. Discussion Knowing desired mission outcomes of departments is important to contextualizing quality and should be considered in annual reviews and self-studies. 

avatar for Karen Spear Ellinwood

Karen Spear Ellinwood

Director, Instructional Development, University of Arizona College of Medicine
I develop curriculum for and conduct the annual residents as educators orientation, maintain the FID website (FID.medicine.arizona.edu) with original and culled resources for educators who teach medical students in clinical and non-clinical settings. Original works include a CME course providing guidance for giving constructive feedback, and a self-regulated course on formative feedback for residents as educators. In addition, I enjoy using and... Read More →
avatar for Lu Martinez

Lu Martinez

Assistant Dean, Faculty Affairs and Development, University of Arizona College of Medicine Phoenix
Faculty Development- medical education and educational research | Qualitative Research methods | All things GME

Sunday February 26, 2017 2:45pm - 3:30pm

Attendees (5)