Using the Program Evaluation Committee as a Dynamic Vehicle for Improvement in Psychiatry Training

Erickson, Jennifer; Duncan, Alison; Arenella, Pamela B.

doi:10.1007/s40596-015-0430-x

Cited by 1 publication

(2 citation statements)

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“…Several institutions have reported on data sources and structure for the APE or similar annual reviews [9–11]. However, there is little published peer-reviewed literature regarding how training programs have designed their PECs [12, 13]. In one published report, a general surgery program’s PEC met biannually and included 1 resident, faculty members, and program leadership [12].…”

Section: Introductionmentioning

confidence: 99%

“…Data reviewed by the PEC included surveys, resident exam performance, and clinical competency committee metrics. In another report, a psychiatry program’s PEC met every other week and examined feedback generated from monthly faculty advisor meetings, residency-wide meetings, resident evaluations, surveys, and a suggestion box, with action plans formulated by the PEC and other workgroups [13].…”

Section: Introductionmentioning

confidence: 99%

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A novel approach to the program evaluation committee

2019

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BackgroundThe Accreditation Council for Graduate Medical Education requires each residency program to have a Program Evaluation Committee (PEC) but does not specify how the PEC should be designed. We sought to develop a PEC that promotes resident leadership and provides actionable feedback.MethodsParticipants were residents and faculty in the Traditional Internal Medicine residency program at Yale School of Medicine (YSM). One resident and one faculty member facilitated a 1-h structured group discussion to obtain resident feedback on each rotation. PEC co-facilitators summarized the feedback in written form, then met with faculty Firm Chiefs overseeing each rotation and with residency program leadership to discuss feedback and generate action plans. This PEC process was implemented in all inpatient and outpatient rotations over a 4-year period. Upon conclusion of the second and fourth years of the PEC initiative, surveys were sent to faculty Firm Chiefs to assess their perceptions regarding the utility of the PEC format in comparison to other, more traditional forms of programmatic feedback. PEC residents and faculty were also surveyed about their experiences as PEC participants.ResultsThe PEC process identified many common themes across inpatient and ambulatory rotations. Positives included a high caliber of teaching by faculty, highly diverse and educational patient care experiences, and a strong emphasis on interdisciplinary care. Areas for improvement included educational curricula on various rotations, interactions between medical and non-medical services, technological issues, and workflow problems. In survey assessments, PEC members viewed the PEC process as a rewarding mentorship experience that provided residents with an opportunity to engage in quality improvement and improve facilitation skills. Firm chiefs were more likely to review and make rotation changes in response to PEC feedback than to traditional written resident evaluations but preferred to receive both forms of feedback rather than either aloneConclusionsThe PEC process at YSM has transformed our program’s approach to feedback delivery by engaging residents in the feedback process and providing them with mentored quality improvement and leadership experiences while generating actionable feedback for program-wide change. This has led to PEC groups evaluating additional aspects of residency education.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%