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Journal articles on the topic 'Program evaluation in medical education'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Rama, Jennifer A., Carla Falco, and Dorene F. Balmer. "Using Appreciative Inquiry to Inform Program Evaluation in Graduate Medical Education." Journal of Graduate Medical Education 10, no. 5 (2018): 587–90. http://dx.doi.org/10.4300/jgme-d-18-00043.1.

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ABSTRACT Background Graduate medical education programs are expected to conduct an annual program evaluation. While general guidelines exist, innovative and feasible approaches to program evaluations may help efforts at program improvement. Appreciative Inquiry is an approach that focuses on successful moments, effective processes, and programs' strengths. Objective We implemented a novel application of Appreciative Inquiry and its 4 phases (Inquire, Imagine, Innovate, and Implement) and demonstrate how it led to meaningful improvements in a pediatric pulmonology fellowship program. Methods As

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Vassar, Matt, Denna L. Wheeler, Machelle Davison, and Johnathan Franklin. "Program Evaluation in Medical Education: An Overview of the Utilization-focused Approach." Journal of Educational Evaluation for Health Professions 7 (June 15, 2010): 1. http://dx.doi.org/10.3352/jeehp.2010.7.1.

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Medical school administrators, educators, and other key personnel must often make difficult choices regarding the creation, retention, modification, or termination of the various programs that take place at their institutions. Program evaluation is a data-driven strategy to aide decision-makers in determining the most appropriate outcome for programs within their purview. The purpose of this brief article is to describe one program evaluation model, the utilization-focused approach. In particular, we address the focus of this model, the personal factor, the role of the evaluator, and the evalu

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Gibson, Kathryn A., Patrick Boyle, Deborah A. Black, Margaret Cunningham, Michael C. Grimm, and H. Patrick McNeil. "Enhancing Evaluation in an Undergraduate Medical Education Program." Academic Medicine 83, no. 8 (2008): 787–93. http://dx.doi.org/10.1097/acm.0b013e31817eb8ab.

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Balmer, Dorene F., Jennifer A. Rama, and Deborah Simpson. "Program Evaluation Models: Evaluating Processes and Outcomes in Graduate Medical Education." Journal of Graduate Medical Education 11, no. 1 (2019): 99–100. http://dx.doi.org/10.4300/jgme-d-18-01084.1.

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Gandomkar, Roghayeh, and John Sandars. "The importance of context in medical education program evaluation." Medical Teacher 40, no. 1 (2017): 106. http://dx.doi.org/10.1080/0142159x.2017.1390215.

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Goldhamer, Mary Ellen J., Keith Baker, Amy P. Cohen, and Debra F. Weinstein. "Evaluating the Evaluators: Implementation of a Multi-Source Evaluation Program for Graduate Medical Education Program Directors." Journal of Graduate Medical Education 8, no. 4 (2016): 592–96. http://dx.doi.org/10.4300/jgme-d-15-00543.1.

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ABSTRACT Background Multi-source evaluation has demonstrated value for trainees, but is not generally provided to residency or fellowship program directors (PDs). Objective To develop, implement, and evaluate a PD multi-source evaluation process. Methods Tools were developed for PD evaluation by trainees, department chairs, and graduate medical education (GME) leadership. Evaluation questions were based on PD responsibilities, including Accreditation Council for Graduate Medical Education (ACGME) requirements. A follow-up survey assessed the process. Results Evaluation completion rates were as

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Stillman, P. L., H. S. Madigan, D. K. Thompson, et al. "The Medical Education Evaluation Program of the state of Ohio." Academic Medicine 64, no. 8 (1989): 454–7. http://dx.doi.org/10.1097/00001888-198908000-00008.

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Musick, David W. "A Conceptual Model for Program Evaluation in Graduate Medical Education." Academic Medicine 81, no. 8 (2006): 759–65. http://dx.doi.org/10.1097/00001888-200608000-00015.

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Hersh, W. R., K. Junium, M. Mailhot, and P. Tidmarsh. "Implementation and Evaluation of a Medical Informatics Distance Education Program." Journal of the American Medical Informatics Association 8, no. 6 (2001): 570–84. http://dx.doi.org/10.1136/jamia.2001.0080570.

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Fore, Robert C., Robert J. Geller, Lorne K. Garrettson, and Joseph R. Swartwout. "Evaluation of a continuing medical education program on toxicologic care." Journal of Continuing Education in the Health Professions 13, no. 2 (1993): 143–48. http://dx.doi.org/10.1002/chp.4750130203.

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Butcher, Rebecca L., Kathleen L. Carluzzo, Bradley V. Watts, and Karen E. Schifferdecker. "A Guide to Evaluation of Quality Improvement and Patient Safety Educational Programs: Lessons From the VA Chief Resident in Quality and Safety Program." American Journal of Medical Quality 34, no. 3 (2018): 251–59. http://dx.doi.org/10.1177/1062860618798697.

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With the recent proliferation of quality improvement (QI) and patient safety (PS) education programs, guidance is needed on how to assess the effectiveness of these programs. Without a systematic approach, evaluation efforts may end up being disjointed, lead to excess participant burden, or yield unhelpful feedback because of poor fit with program priorities. This article presents a framework for developing a multilevel evaluation infrastructure using examples from the evaluation of the national Department of Veterans Affairs Chief Resident in Quality and Safety program, a 1-year, post-accredi

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Lebensohn, Patricia, Benjamin Kligler, Sally Dodds, et al. "Integrative Medicine in Residency Education: Developing Competency Through Online Curriculum Training." Journal of Graduate Medical Education 4, no. 1 (2012): 76–82. http://dx.doi.org/10.4300/jgme-04-01-30.

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Abstract Introduction The Integrative Medicine in Residency (IMR) program, a 200-hour Internet-based, collaborative educational initiative was implemented in 8 family medicine residency programs and has shown a potential to serve as a national model for incorporating training in integrative/complementary/alternative medicine in graduate medical education. Intervention The curriculum content was designed based on a needs assessment and a set of competencies for graduate medical education developed following the Accreditation Council for Graduate Medical Education outcome project guidelines. The

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Al-Doghether, Mohammed Hassen. "Evaluation of a Medical Education Program : Medical Errors in Surgery as an Example." World Family Medicine Journal/Middle East Journal of Family Medicine 12, no. 1 (2014): 45–53. http://dx.doi.org/10.5742/mefm.2014.92445.

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Shrivastava, SaurabhRamBihariLal, and PrateekSaurabh Shrivastava. "Employing a systematic approach to conduct program evaluation in medical education." CHRISMED Journal of Health and Research 6, no. 3 (2019): 176. http://dx.doi.org/10.4103/cjhr.cjhr_31_19.

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Rahman, SalehM M., Connie Kohler, Rebecca Kelly, and Mark Dignan. "Evaluation of an on-site medical clinic based diabetes education program." Diabetes Research and Clinical Practice 50 (September 2000): 1–2. http://dx.doi.org/10.1016/s0168-8227(00)81466-7.

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Swing, Susan R., Stephen G. Clyman, Eric S. Holmboe, and Reed G. Williams. "Advancing Resident Assessment in Graduate Medical Education." Journal of Graduate Medical Education 1, no. 2 (2009): 278–86. http://dx.doi.org/10.4300/jgme-d-09-00010.1.

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Abstract Background The Outcome Project requires high-quality assessment approaches to provide reliable and valid judgments of the attainment of competencies deemed important for physician practice. Intervention The Accreditation Council for Graduate Medical Education (ACGME) convened the Advisory Committee on Educational Outcome Assessment in 2007–2008 to identify high-quality assessment methods. The assessments selected by this body would form a core set that could be used by all programs in a specialty to assess resident performance and enable initial steps toward establishing national spec

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Wakeling, S., T. Chan, and B. Thoma. "LO54: The CanadiEM Junior Editor program: a quantitative study and program evaluation." CJEM 21, S1 (2019): S27. http://dx.doi.org/10.1017/cem.2019.97.

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Introduction: CanadiEM.org is a multi-author open access medical education website which aims to improve emergency care in Canada by building an online community of practice for healthcare practitioners and providing them with high quality, freely available educational resources. It is used by physicians, allied health professionals, and trainees globally. Junior (medical student and/or resident) Editors are key members of the community who are mentored to advance their academic skills and knowledge for their careers and the healthcare field. The program also aims to increase the sustainabilit

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Andolsek, Kathryn M., Alisa Nagler, and John L. Weinerth. "Use of an Institutional Template for Annual Program Evaluation and Improvement: Benefits for Program Participation and Performance." Journal of Graduate Medical Education 2, no. 2 (2010): 160–64. http://dx.doi.org/10.4300/jgme-d-10-00002.1.

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Abstract Purpose The Accreditation Council for Graduate Medical Education (ACGME) expects programs to engage in ongoing, meaningful improvement, facilitated in part through an annual process of program assessment and improvement. The Duke University Hospital Office of Graduate Medical Education (OGME) used an institutional practice-based learning and improvement strategy to improve the annual evaluation and improvement of its programs. Methods The OGME implemented several strategies including the development and dissemination of a template for the report, program director and coordinator devel

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Siegal, H. A., R. J. Markert, and D. L. Vojtech. "Evaluation of a program to teach medical students about alcoholism." Academic Medicine 61, no. 1 (1986): 67–9. http://dx.doi.org/10.1097/00001888-198601000-00011.

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Skjevik, Elise Pauline, J. Donald Boudreau, Unni Ringberg, et al. "Group mentorship for undergraduate medical students—a systematic review." Perspectives on Medical Education 9, no. 5 (2020): 272–80. http://dx.doi.org/10.1007/s40037-020-00610-3.

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Abstract Introduction Mentoring has become a prevalent educational strategy in medical education, with various aims. Published reviews of mentoring report very little on group-based mentorship programs. The aim of this systematic review was to identify group-based mentorship programs for undergraduate medical students and describe their aims, structures, contents and program evaluations. Based on the findings of this review, the authors provide recommendations for the organization and assessment of such programs. Methods A systematic review was conducted, according to PRISMA guidelines, and us

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Pablo Gomez, Pedro, Ross E. Willis, and Luis Alejandro Jaramillo. "Evaluation of a Dedicated, Surgery-Oriented Visiting International Medical Student Program." Journal of Surgical Education 71, no. 3 (2014): 325–28. http://dx.doi.org/10.1016/j.jsurg.2013.09.007.

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Geraghty, Joseph R., Alexandria N. Young, Tiffani D. M. Berkel, et al. "Empowering medical students as agents of curricular change: a value-added approach to student engagement in medical education." Perspectives on Medical Education 9, no. 1 (2019): 60–65. http://dx.doi.org/10.1007/s40037-019-00547-2.

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AbstractOne area in which medical students can add significant value is medical education, and involving them as key stakeholders in their education can have a profound impact on students and the institutions that serve them. However, detailed descriptions of the structure, implementation and quality of programs facilitating student engagement are lacking. We describe the structure of a novel student engagement program at the University of Illinois College of Medicine-Chicago (UICOM-Chicago) known as the Student Curricular Board (SCB). We surveyed 563 medical students across all levels of trai

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Curran, Vernon R. "An Eclectic Model for Evaluating Web Based Continuing Medical Education Courseware Systems." Evaluation & the Health Professions 23, no. 3 (2000): 318–47. http://dx.doi.org/10.1177/01632780022034633.

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World Wide Web and compact disc–read only memory technologies have introduced new prospects for delivering continuing medical education (CME) to rural and remote physicians. However, evidence concerning the effectiveness of these technologies in providing CME, and approaches to their evaluation, is limited. The rationale for this study was to design a model for evaluating the effectiveness of computer-mediated CME courseware. An eclectic, evaluation-planning matrix was designed by selecting various concepts from the literature and was used in planning and developing the evaluation model. The m

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Nagge, Jeff J., Michael F. Lee-Poy, and Cynthia L. Richard. "Evaluation of a Unique Interprofessional Education Program Involving Medical and Pharmacy Students." American Journal of Pharmaceutical Education 81, no. 10 (2017): 6140. http://dx.doi.org/10.5688/ajpe6140.

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Roos, Marco, Martina Kadmon, Michael Kirschfink, et al. "Developing medical educators – a mixed method evaluation of a teaching education program." Medical Education Online 19, no. 1 (2014): 23868. http://dx.doi.org/10.3402/meo.v19.23868.

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Fedele, Denise J., Pamela M. Basehore, Thomas A. Cavalieri, and Sherry Pomerantz. "Evaluation of a Two-Hour Oral Health Education Program for Medical Students." Gerontology & Geriatrics Education 16, no. 3 (1996): 85–89. http://dx.doi.org/10.1080/02701960.1996.10697055.

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Finestone, Albert J., Salvatore S. Lanzilotti, and Eugene Sobel. "The role of evaluation in a practice-integrated continuing medical education program." Möbius: A Journal for Continuing Education Professionals in Health Sciences 6, no. 4 (1986): 15–18. http://dx.doi.org/10.1002/chp.4760060403.

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Brown, Kathryn S., Margaret Riley, Kaitlin A. Meixner, and Christina DeBenedictus. "Medical Students Leading a High School Health Education Program: Evaluation of Mihealth." Journal of Adolescent Health 60, no. 2 (2017): S53. http://dx.doi.org/10.1016/j.jadohealth.2016.10.288.

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ÖZÇELİK, Semra, Ceyda ACAR, and Bedia ÖZYILDIRIM. "Evaluation of Community Based Medical Education Program in Bezmialem Vakıf University Faculty of Medicine Education." Bezmialem Science 8, no. 3 (2020): 300–310. http://dx.doi.org/10.14235/bas.galenos.2020.3732.

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Kesselheim, Jennifer C., Theodore C. Sectish, and Steven Joffe. "Education in Professionalism: Results from a Survey of Pediatric Residency Program Directors." Journal of Graduate Medical Education 4, no. 1 (2012): 101–5. http://dx.doi.org/10.4300/jgme-d-11-00110.1.

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Abstract Background The Accreditation Council for Graduate Medical Education (ACGME) requires pediatric residency programs to teach professionalism but does not provide concrete guidance for fulfilling these requirements. Individual programs, therefore, adopt their own methods for teaching and evaluating professionalism, and published research demonstrating how to satisfy the ACGME professionalism requirement is lacking. Methods We surveyed pediatric residency program directors in 2008 to explore the establishment of expectations for professional conduct, the educational experiences used to fo

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Stansfield, R. Brent, Tsveti Markova, and Richard Baker. "Integration of Continuous Quality Improvement Methods Into Annual Program and Institutional Evaluation." Journal of Graduate Medical Education 11, no. 5 (2019): 585–91. http://dx.doi.org/10.4300/jgme-d-19-00145.1.

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ABSTRACT Background The Accreditation Council for Graduate Medical Education's Next Accreditation System requires continuous program improvement as part of program evaluation for residency training institutions and programs. Objective To improve the institutional- and program-level evaluation processes, to operationalize a culture of continuous quality improvement (CQI), and to increase the quality and achievement of action items, the Wayne State University Office of Graduate Medical Education (WSU GME) incorporated CQI elements into its program evaluation process. Methods Across 4 academic ye

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Lurigio, Arthur J., John Petraitis, and Bruce Johnson. "HIV Education for Probation Officers: An Implementation and Evaluation Program." Crime & Delinquency 37, no. 1 (1991): 125–34. http://dx.doi.org/10.1177/0011128791037001009.

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This article describes the implementation and evaluation of an HIV education seminar for adult probation officers (POs) in Cook County (Chicago). The seminar consisted of medical and legal topics, and was presented by an experienced educator. Pre- and postseminar measures of effectiveness were examined. Results showed a significant increase in participants' knowledge about HIV and a significant decrease in their fear of HIV. Suggestions are offered regarding the future implementation of HIV seminars for POs.

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Lougheed, M. Diane, Dilshad Moosa, Shelagh Finlayson, et al. "Impact of a Provincial Asthma Guidelines Continuing Medical Education Project: The Ontario Asthma Plan of Action’s Provider Education in Asthma Care Project." Canadian Respiratory Journal 14, no. 2 (2007): 111–17. http://dx.doi.org/10.1155/2007/768203.

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BACKGROUND: The Ontario Ministry of Health and Long-Term Care funded the Ontario Lung Association to develop and implement a continuing medical education program to promote implementation of the Canadian asthma guidelines in primary care.OBJECTIVES: To determine baseline knowledge, preferred learning format, satisfaction with the program and reported impact on practice patterns.METHODS: A 3 h workshop was developed that combined didactic presentations and small group case discussions. Outcome measures included a workshop evaluation, baseline assessment of asthma management knowledge and three-

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Mohammed Hamad, Mosab Nouraldein. "Evaluation of dermatology curriculum of Sudan medical specialization board: 2017-2018." Journal of Dermatology & Cosmetology 4, no. 6 (2020): 171–76. http://dx.doi.org/10.15406/jdc.2020.04.00171.

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Background: Evaluation of any curriculum in medical education helps the process of health profession education by providing valuable feedback to the programs in which the graduates train. Methods: This was a descriptive cross-sectional study conducted by observing and systematically documenting the ongoing performance of trainees in real clinical settings over a 6 months’ period from July 2017 to January 2018. The aim of this study was to evaluate the dermatology curriculum of Sudan Medical Specialization Board (SMSB) and to gather data that will help in identifying areas in need of improvemen

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Schulman, Elizabeth D., David A. Fahringer, and Karen O. Skaff. "Systematic Practicum Evaluation for Program Improvement." Journal of Physician Assistant Education 10, no. 4 (1999): 194–98. http://dx.doi.org/10.1097/01367895-199910040-00003.

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Brenner, Judith M., Thurayya Arayssi, Rosemarie L. Conigliaro, and Karen Friedman. "The Revised Medical School Performance Evaluation: Does It Meet the Needs of Its Readers?" Journal of Graduate Medical Education 11, no. 4 (2019): 475–78. http://dx.doi.org/10.4300/jgme-d-19-00089.1.

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ABSTRACT Background The Medical School Performance Evaluation (MSPE) is an important factor for application to residency programs. Many medical schools are incorporating recent recommendations from the Association of American Medical Colleges MSPE Task Force into their letters. To date, there has been no feedback from the graduate medical education community on the impact of this effort. Objective We surveyed individuals involved in residency candidate selection for internal medicine programs to understand their perceptions on the new MSPE format. Methods A survey was distributed in March and

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Grady, Erin C., Adam Roise, Daniel Barr, et al. "Defining Scholarly Activity in Graduate Medical Education." Journal of Graduate Medical Education 4, no. 4 (2012): 558–61. http://dx.doi.org/10.4300/jgme-d-12-00266.1.

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Abstract Background Scholarly activity is a requirement for accreditation by the Accreditation Council for Graduate Medical Education. There is currently no uniform definition used by all Residency Review Committees (RRCs). A total of 6 of the 27 RRCs currently have a rubric or draft of a rubric to evaluate scholarly activity. Objective To develop a definition of scholarly activity and a set of rubrics to be used in program accreditation to reduce subjectivity of the evaluation of scholarly activity at the level of individual residency programs and across RRCs. Methods We performed a review of

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Amare, Beede Lemma, Janet Lutale, Miliard Derbew, Dilip Mathai, and Nina Langeland. "The Impact of a Model Partnership in a Medical Postgraduate Program in North–South and South—South Collaboration on Trainee Retention, Program Sustainability and Regional Collaboration." International Education Studies 10, no. 3 (2017): 89. http://dx.doi.org/10.5539/ies.v10n3p89.

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North-South educational partnerships can potentially alleviate the scarcity of health work force in the South. A model program with the objectives of sustainability, high trainee retention, quality education, and capacity building is the goal of many similar programs. To achieve these goals a program of postgraduate clinical specialty training was implemented, between the University of Bergen, Norway and three Universities in Africa and one medical school in India between 2008 to 2014. This partnership program aimed at educating physicians from the South to specialize in various medical field.

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Hazrati, Hakime, Shoaleh Bigdeli, Mozhgan Behshid, Vahideh Zarea Gavgani, Zohreh Sohrabi, and Seyed Kamran Soltani Arabshahi. "Designing a customized model of effective clinical teaching for an undergraduate medical program: protocol for a mixed-method study." Research and Development in Medical Education 10, no. 1 (2021): 3. http://dx.doi.org/10.34172/rdme.2021.003.

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Background: Clinical teaching is a vital component of medical education. However, evidence indicates that clinical teaching still confronts numerous challenges, as its quantity and quality are not always desirable. The need for improvement has been emphasized in the planning, teaching, and evaluation of clinical education. Therefore, this study aims to design a customized model of effective clinical teaching for the undergraduate medical program. Methods: A mixed-method study will be conducted in three consecutive phases. The first phase, using a grounded theory approach, explores the lived ex

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Martinez, Johanna, Alice Fornari, Venice VanHuse, et al. "A Faculty Development Graduate Medical Education Retreat to Teach and Address Social Determinants of Health." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052091549. http://dx.doi.org/10.1177/2382120520915495.

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Background: Social determinants of health (SDH) account for a large percentage of health outcomes. Therefore, ensuring providers can address SDH is paramount yet curricula in this area is limited. Aim: The authors aimed to raise awareness, identify learning opportunities, foster positive attitudes, and equip educators to implement SDH curriculum. Setting and participants: This retreat occurred at a large academic institution and had over 130 participants who represented 56 distinct training programs and over 20 disciplines. Program description: The retreat was titled “Social Determinants of He

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Renda, Susan, Marianne Baernholdt, and Kathleen Becker. "Evaluation of a Worksite Diabetes Education Program at a Large Urban Medical Center." Workplace Health & Safety 64, no. 1 (2015): 17–23. http://dx.doi.org/10.1177/2165079915607869.

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Kikukawa, Makoto, Yasutomo Oda, Kenji Ishii, et al. "Mixed-Method Outcome Evaluation of a Community-Based Education Program for Medical Students." General Medicine 15, no. 1 (2014): 21–28. http://dx.doi.org/10.14442/general.15.21.

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Shakespeare, Thomas, Rahul Mukherjee, Jiade Lu, Khai Mun Lee, and Michael Back. "Evaluation of an Audit With Feedback Continuing Medical Education Program for Radiation Oncologists." Journal of Cancer Education 20, no. 4 (2005): 216–21. http://dx.doi.org/10.1207/s15430154jce2004_9.

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Spielman, Stacy, Kirsty Hughes, and Susan Rhind. "Development, Evaluation, and Evolution of a Peer Support Program in Veterinary Medical Education." Journal of Veterinary Medical Education 42, no. 3 (2015): 176–83. http://dx.doi.org/10.3138/jvme.1114-115r.

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Hasbún Avalos, Oswaldo, Kaylin Pennington, and Lars Osterberg. "Revolutionizing Volunteer Interpreter Services: An Evaluation of an Innovative Medical Interpreter Education Program." Journal of General Internal Medicine 28, no. 12 (2013): 1589–95. http://dx.doi.org/10.1007/s11606-013-2502-5.

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Maniar, Kruti P., Nicoleta Arva, Luis Z. Blanco, et al. "Accreditation Council for Graduate Medical Education Self-Study for Pathology: One Institution's Experience and Lessons Learned." Archives of Pathology & Laboratory Medicine 143, no. 10 (2019): 1271–77. http://dx.doi.org/10.5858/arpa.2018-0467-ra.

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Context.— The Accreditation Council for Graduate Medical Education (ACGME) established a new system for accreditation of residency and fellowship programs in 2013. One key aspect of the Next Accreditation System is the 10-year self-study, which requires programs to conduct a comprehensive self-evaluation, including development of program aims and analysis of strengths, weaknesses, and environmental context, in order to plan improvements and take the program to the next level. Objective.— To provide a review of the recent changes and current state of ACGME accreditation, with a focus on the new

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Wolf, Thomas M., Howard M. Randall, and John M. Faucett. "A Health Promotion Program for Medical Students: Louisiana State University Medical Center." American Journal of Health Promotion 4, no. 3 (1990): 193–202. http://dx.doi.org/10.4278/0890-1171-4.3.193.

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A health promotion program for medical students at Louisiana State University Medical Center (LSUMC) in New Orleans encourages students to take responsibility for their own physical and psychological health and well-being, enabling them to better cope with the stressors of medical education and those of later clinical practice. Administrative support for developing the program was considerable, and a broad-based Health Promotion Committee, comprising faculty, administrators, and students, was established to oversee the program. The program's cost was minimal, inasmuch as most components were o

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Abrahams, C., S. Verma, L. Muharuma, et al. "57. The power of power: Comparative evaluations of medical residency training across teaching sites and programs at the University of Torontos." Clinical & Investigative Medicine 30, no. 4 (2007): 59. http://dx.doi.org/10.25011/cim.v30i4.2818.

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To meet accountability and accreditation requirements, teaching partners and the faculty postgraduate office required more robust and integrated feedback on teaching and assessment. The web-based evaluation system known as POstgraduate Web Evaluation and Registration (POWER) was implemented in 2004/05 by most residency training programs, using their existing forms and scoring scales. At start up, over 250 different evaluation forms and 85 varying scoring scales were in operation across programs for the In-Training Evaluation Reports (ITERs) and resident-completed evaluations for Rotation Evalu

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Appelbaum, Nital P., Sally A. Santen, Brian M. Aboff, Ryan Vega, Jose L. Munoz, and Robin R. Hemphill. "Psychological Safety and Support: Assessing Resident Perceptions of the Clinical Learning Environment." Journal of Graduate Medical Education 10, no. 6 (2018): 651–56. http://dx.doi.org/10.4300/jgme-d-18-00286.1.

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ABSTRACT Background Assessments of the clinical learning environment could allow early interventions to improve graduate medical education. To date, measurement tools for this have not been identified. Objective We established the concurrent validity of 2 instruments that assess cultural facets of the clinical learning environment by correlating them with external program evaluation data. Methods In 2017 we surveyed residents across 19 training programs on their perceptions of organizational support by using the Short Survey of Perceived Organizational Support (SPOS), and psychological safety

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Edelin, Kenneth C., and Augustine Ugbolue. "Evaluation of an Early Medical School Selection Program for Underrepresented Minority Students." Academic Medicine 76, no. 10 (2001): 1056–59. http://dx.doi.org/10.1097/00001888-200110000-00017.

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