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Exploring the Great Divide: Comparing Professional Development Satisfaction and Opportunities of Program Coordinators
Lauren Anderson1, Kathleen Rowland, Megham Twiss
1Anderson: Director of Educational Programs, Department of Family Medicine, Rush University, Chicago, IL. Rowland: Vice Chair for Education, Associate Professor, Department of Family Medicine, Rush University, Chicago, IL. Twiss: Director, GME Operations, Accreditation, and Innovation, Office of Graduate Medical Education, UChicago Medicine, Chicago, IL. Eaton: Manager, Graduate Medical Education, Loyola Medicine, Chicago, IL. Krueger: Manager of Surgical Education, Department of Surgery, Northwestern University Feinberg School of Medicine, Chicago, IL. Wright: Director of Research, Department of Family and Community Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL.
Introduction:
Program coordinators (PCs) need to maintain flexibility and evolve professionally with rapid changes in accreditation, specialty requirements, and policies. The Accreditation Council for Graduate Medical Education recommends professional development for PCs. This mixed-methods study explored professional development opportunities and current practices of PCs at community and academic programs.
Methods:
A survey was administered to the Chicago Area Medical Education Group members to elicit attitudes and opinions regarding professional development availability.
Results:
A total of 109 participants (eligible = 178) completed surveys. 97.2% (n = 105, N = 108) of respondents indicated that development is necessary for being a great coordinator. PCs at community-based programs report lower attendance at national conferences and less satisfaction with professional development opportunities than their academic-based institution counterparts. 28.5% of the community-based coordinators are dissatisfied with opportunities compared with 7% of the academic-based coordinators. 37.7% of the community coordinators (compared with 2.9% academic) report a lack of development activities by their program or graduate medical education. Only half of the PCs report discussing professional development with their program director. However, institutional supports were regarded as facilitators to satisfaction.
Conclusions:
Despite recommendations for regular professional development, this study finds only half of the PCs regularly discuss professional development and finds disparities in opportunities between those in community versus academic settings.
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