Journal of general internal medicine
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Institutions rely on student evaluations of teaching (SET) to ascertain teaching quality. Manual review of narrative comments can identify faculty with teaching concerns but can be resource and time-intensive. ⋯ NLP methods can identify teaching quality concerns with good accuracy and reasonable recall, but relatively low precision. An existing, free, NLP sentiment analysis dictionary can perform nearly as well as dictionaries requiring expert coding or manual creation.
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Coaching has been proposed to support the transition to residency. Clarifying its impact will help define its value and best use. ⋯ Residents experiencing coaching reported better professional fulfillment and development outcomes, with more pronounced differences in trainees experiencing burnout. Coaching is a promising tool to support a fraught professional transition.
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Holistic review has become the gold standard for residency selection. As a result, many programs are de-emphasizing standardized exam scores and other normative metrics. However, if standardized exam scores predict passing of an initial certifying exam, this may lead to an increase in board failure rates within specific residency training programs who do not emphasize test scores on entry. ⋯ All programs do not recruit students entering residency with an identical chance of passing boards. Therefore, we believe the ABMS member boards should stop publicly reporting raw certifying exam rates above a certain threshold for normative comparison. We strongly encourage the use of learning analytics to create a residency "expected board pass rate" that would be a better metric for program evaluation and accreditation.
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Editorial Review
Using Dashboards to Support Continuous Quality Improvement in Undergraduate and Graduate Medical Education.
Like other complex systems, medical education programs require a systematic continuous quality improvement (CQI) approach to drive effective improvement. Accreditation bodies in both undergraduate medical education (UME) and graduate medical education (GME) require programs to have effective CQI processes. Dashboards facilitate visualization and tracking of key metrics that impact medical education programming, thus driving excellence. ⋯ In developing dashboards, it is important to consider data management including oversight and appropriate sharing of reports. When effectively developed and delivered to key parties, data dashboards serve as valuable tools to drive improvement of medical education programing. The purpose of this paper is to provide guidance for dashboard implementation and use in medical education, with a focus on UME and GME, based on available literature and experiences in our own institutions.
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While Women's Health (WH) is a priority for primary care, (Family Medicine (FM), Internal Medicine (IM), Pediatrics (Peds), and combined Medicine/Pediatrics (Med/Peds)), residency curricula remain heterogeneous with deficits in graduates' WH expertise and skills. The overall objective of this study was to assess the quality of WH curricula at primary care residency programs in the United States (US), with a focus on topics in obstetrics and gynecology (OBGYN). ⋯ OBGYN educational curricula for primary care trainees in the US was varied with gaps in represented residents, content, assessments, and study quality.