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A methodology to maximize resident input in improving a pediatric rotation
J A Fein1, J M Lavelle, K R Ginsburg
1Division of Emergency Medicine, Children's Hospital of Philadelphia, Pa., USA. fein@email.chop.edu
Archives of Pediatrics & Adolescent Medicine
|August 1, 1997
Summary
This study outlines a practical method for improving resident education by efficiently gathering and prioritizing their ideas for program enhancement. The structured process ensures resident input leads to actionable changes in educational experiences.
Area of Science:
- Medical Education Research
- Pediatric Residency Training
- Quality Improvement in Healthcare Education
Background:
- Improving resident education requires effective methods for gathering and implementing trainee feedback.
- Traditional feedback mechanisms may not fully capture resident perspectives or translate into actionable improvements.
- A structured approach is needed to solicit, prioritize, and act upon resident-generated ideas efficiently.
Purpose of the Study:
- To develop and evaluate a structured process for incorporating resident input into educational experience improvement.
- The process aims to minimize resident time commitment while maximizing idea generation and prioritization.
- Key objectives include fostering innovation, enabling idea prioritization, developing implementation plans, and ensuring participant anonymity.
Main Methods:
- A cross-sectional survey and group sessions were employed in a pediatric residency program at an urban university-based children's hospital.
- The methodology integrated elements of the Delphi Technique, Nominal Group Technique, and focus group methods.
- A pilot study focused on an emergency department rotation, involving resident surveys and tiered group sessions for idea generation and prioritization.
Main Results:
- A survey identified the top 10 problems with an emergency department rotation, which were then discussed in resident group sessions.
- Group sessions allowed for the addition of unlisted problems and facilitated resident-driven solution generation with relative anonymity.
- Resident-proposed solutions were reviewed by attending staff, leading to implemented changes in the subsequent academic year.
Conclusions:
- The developed technique offers a practical and time-efficient strategy for integrating resident perspectives into educational rotation improvements.
- This method effectively translates resident feedback into tangible enhancements in medical training programs.
- The structured process demonstrates the value of resident input in quality improvement initiatives within residency education.