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Optimizing the post-graduate institutional program evaluation process.

Monica L Lypson1,2, Mark E P Prince3,4,5, Steven J Kasten6

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Summary
This summary is machine-generated.

Implementing a standing committee with dedicated faculty and resident members enhances postgraduate medical education program reviews. This structured approach improves review quality and faculty development.

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Area of Science:

  • Medical Education
  • Program Evaluation
  • Accreditation Standards

Background:

  • Program educational reviews are crucial for postgraduate medical education accreditation.
  • The institutional review process and its faculty impact are under-documented.
  • Accreditation standards have driven evolution in postgraduate review processes.

Purpose of the Study:

  • To describe improvements in an institutional program review committee.
  • To explore committee member perspectives on the review process evolution.
  • To identify best practices for enhancing educational program evaluation.

Main Methods:

  • Utilized multiple Plan-Do-Study-Act (PDSA) cycles for process improvement.
  • Conducted focus groups and interviews with 18 committee members.
  • Employed thematic coding and triangulation with an executive committee for analysis.

Main Results:

  • Implemented standardized meetings, resident inclusion, content experts, and electronic materials.
  • Faculty and residents identified needs for high-quality reviews and professional development.
  • Continuous improvement and solicited committee member input were key outcomes.

Conclusions:

  • Standing committees with committed faculty and resident members outperform ad hoc structures.
  • Formal resident membership enhances program evaluation effectiveness.
  • This model offers significant advantages for institutional program review.