A Mixed-Methods Program Evaluation of a Self-directed Learning Panel Management Curriculum in an Internal Medicine Residency Clinic.

Autor: Hadley Strout EK; Department of Medicine, University of Vermont Medical Center, Burlington, VT, USA. Emily.strout@uvmhealth.org.; The Robert Larner, M.D. College of Medicine at the University of Vermont, Burlington, VT, USA. Emily.strout@uvmhealth.org.; Burlington Adult Primary Care, Burlington, VT, USA. Emily.strout@uvmhealth.org., Wahlberg EA; Department of Medicine, University of Vermont Medical Center, Burlington, VT, USA.; The Robert Larner, M.D. College of Medicine at the University of Vermont, Burlington, VT, USA., Kennedy AG; Department of Medicine, University of Vermont Medical Center, Burlington, VT, USA.; The Robert Larner, M.D. College of Medicine at the University of Vermont, Burlington, VT, USA., Tompkins BJ; Department of Medicine, University of Vermont Medical Center, Burlington, VT, USA.; The Robert Larner, M.D. College of Medicine at the University of Vermont, Burlington, VT, USA., Sobel HG; Department of Medicine, University of Vermont Medical Center, Burlington, VT, USA.; The Robert Larner, M.D. College of Medicine at the University of Vermont, Burlington, VT, USA.; Burlington Adult Primary Care, Burlington, VT, USA.
Jazyk: angličtina
Zdroj: Journal of general internal medicine [J Gen Intern Med] 2022 Jul; Vol. 37 (9), pp. 2246-2250. Date of Electronic Publication: 2022 Jun 16.
DOI: 10.1007/s11606-022-07507-3
Abstrakt: Background: Panel management (PM) curricula in internal medicine (IM) residency programs often assign performance measures which may not address the varied interests or needs of resident-learners.
Aim: To evaluate a self-directed learning (SDL)-based PM curriculum.
Setting: University-based primary care practice in Burlington, Vermont.
Participants: Thirty-five internal medicine residents participated.
Program Description: Residents completed a PM curriculum that integrated SDL, electronic health record (EHR)-driven performance feedback, mentorship, and autonomy to set learning and patient care goals.
Program Evaluation: Pre/post-curricular surveys assessed EHR tool acceptability, weekly curricular surveys and post-curricular focus groups assessed resident perceptions and goals, and an interrupted time series analysis of care gap closure rates was used to compare the pre-intervention and intervention periods. Majority of residents (28-32 or 80-91%) completed the surveys and focus groups. Residents found the EHR tools acceptable and valued protected time, mentorship, and autonomy to set goals. A total of 13,313 patient visits were analyzed. There were no significant differences between rates between the pre-intervention period and the first intervention period (p=0.44).
Discussion: A longitudinal PM curriculum that incorporated SDL and goal setting with EHR-driven performance feedback was well-received by residents, however did not significantly impact the rate of care gap closure.
(© 2022. The Author(s) under exclusive licence to Society of General Internal Medicine.)
Databáze: MEDLINE
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