Evaluating Graduate Medical Education Meetings Using a Modified Nominal Group Technique

Despite the critical oversight role that the graduate medical education committee (GMEC) plays in Graduate Medical Education (GME), there has been little examination and assessment of the most effective way to conduct GMEC meetings to establish best practices and optimize efficacy. Using the modified nominal group technique (mNGT), an innovative methodology for evaluating medical education activities, we studied perceived strengths and weaknesses of GMEC meetings and developed an action plan based on our assessment.

We conducted an mNGT at an annual GME leadership retreat involving leaders from 16 residency and fellowship programs. Participants ranked strengths and weaknesses in accordance with standard mNGT methodology. Results were tabulated, and an action plan was developed following a discussion period.

Study participants ranked provision of informational updates and fostering collaboration among training programs as the most useful aspects of the GMEC, and areas for improvement included reviewing agenda content, ensuring all committee members are heard, and optimizing meeting logistics. These results were reviewed with the entire GMEC membership, and several changes were implemented, including adjusting meeting format and developing a process for program leadership to provide input regarding agenda items.

This study demonstrates that the mNGT is an efficient and effective means to evaluate the strengths and weakness of GMEC meetings so that changes can be made when necessary to optimize the oversight of this critically important committee.