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Using Resident and Faculty Focus Groups to Obtain Stakeholder Input during the ACGME Self-study.

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Focus groups effectively guide graduate medical education self-studies by gathering stakeholder priorities. Regular focus groups ensure continuous evaluation and drive improvement cycles for program sustainability.

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Area of Science:

  • Medical Education Research
  • Graduate Medical Education Program Evaluation

Background:

  • Accreditation Council for Graduate Medical Education mandates program self-studies.
  • Stakeholder input is crucial for validating self-study findings.
  • Focus groups yield unique data not obtainable through other methods.

Purpose of the Study:

  • To demonstrate the value of focus groups in assessing stakeholder priorities.
  • To understand program aims, opportunities, threats, and improvement areas.
  • To evaluate the sustainability of program improvements.

Main Methods:

  • Conducted focus groups with pediatric residents and core faculty (2017-2018).
  • Sessions focused on program aims, opportunities, threats, progress, and improvement areas.
  • Utilized inductive content analysis and repeated focus groups semi-annually.

Main Results:

  • Identified 8 key program aims, opportunities, and threats.
  • Stakeholders confirmed the appropriateness of selected areas for improvement.
  • Semi-annual focus groups enabled progress monitoring and Plan-Do-Study-Act cycles.

Conclusions:

  • Focus groups effectively initiate self-studies and analyze program components.
  • They facilitate the formulation of detailed improvement plans.
  • Focus groups are valuable for continuous evaluation during dynamic change processes.