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Anderson L, Rowland K, Twiss M, Eaton J, Krueger M, Wright K. Exploring the Great Divide: Comparing Professional Development Satisfaction and Opportunities of Program Coordinators at Academic Medical Centers and Community-Based Programs. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:139-142. [PMID: 35439767 DOI: 10.1097/ceh.0000000000000430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/31/2023]
Abstract
INTRODUCTION Program coordinators (PCs) need to maintain flexibility and evolve professionally with rapid changes in accreditation, specialty requirements, and policies. The Accreditation Council for Graduate Medical Education recommends professional development for PCs. This mixed-methods study explored professional development opportunities and current practices of PCs at community and academic programs. METHODS A survey was administered to the Chicago Area Medical Education Group members to elicit attitudes and opinions regarding professional development availability. RESULTS A total of 109 participants (eligible = 178) completed surveys. 97.2% (n = 105, N = 108) of respondents indicated that development is necessary for being a great coordinator. PCs at community-based programs report lower attendance at national conferences and less satisfaction with professional development opportunities than their academic-based institution counterparts. 28.5% of the community-based coordinators are dissatisfied with opportunities compared with 7% of the academic-based coordinators. 37.7% of the community coordinators (compared with 2.9% academic) report a lack of development activities by their program or graduate medical education. Only half of the PCs report discussing professional development with their program director. However, institutional supports were regarded as facilitators to satisfaction. CONCLUSIONS Despite recommendations for regular professional development, this study finds only half of the PCs regularly discuss professional development and finds disparities in opportunities between those in community versus academic settings.
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Affiliation(s)
- Lauren Anderson
- Anderson: Director of Educational Programs, Department of Family Medicine, Rush University, Chicago, IL. Rowland: Vice Chair for Education, Associate Professor, Department of Family Medicine, Rush University, Chicago, IL. Twiss: Director, GME Operations, Accreditation, and Innovation, Office of Graduate Medical Education, UChicago Medicine, Chicago, IL. Eaton: Manager, Graduate Medical Education, Loyola Medicine, Chicago, IL. Krueger: Manager of Surgical Education, Department of Surgery, Northwestern University Feinberg School of Medicine, Chicago, IL. Wright: Director of Research, Department of Family and Community Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL
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Aono M, Obara H, Kawakami C, Imafuku R, Saiki T, Barone MA, Suzuki Y. Do programme coordinators contribute to the professional development of residents? an exploratory study. BMC MEDICAL EDUCATION 2022; 22:381. [PMID: 35585541 PMCID: PMC9118683 DOI: 10.1186/s12909-022-03447-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/06/2021] [Accepted: 05/10/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND With the development of training programmes for health professions, the role of programme coordinators has become increasingly important. However, their role in providing educational support for the professional development of resident trainees has not been investigated well. This study aimed to qualitatively analyse the involvement of programme coordinators in educational support for residents. METHODS Semi-structured reflective writing on 'support for residents' was collected from programme coordinators in teaching hospitals in Japan in 2017-18 using a web-based questionnaire. Descriptions were qualitatively analysed thematically, using the professional identity formation (PIF) framework. RESULTS A total of 39 cases of "support for residents" by 31 coordinators were analysed. We found that residents most commonly faced prior personal problems, including mental health issues and insufficient social skills/unprofessional behaviour. A thematic analysis revealed that coordinators played a variety of educational roles: 1) requesting supervisors to reconsider their teaching; 2) protecting residents from the negative influence of clinical experiences; 3) facilitating residents' self-assessment and confidence; 4) creating a safer learning environment; 5) providing support for prior personal problems through 5-1) fostering a better atmosphere for the mental health of residents, and 5-2) intervening for residents with insufficient social skills/unprofessional behaviour; 6) providing support for isolated residents; and 7) preventing problems with peers. CONCLUSIONS This study identified seven educational roles of programme coordinators for residents from a standpoint of PIF of residents. Based on these findings, four valuable attributes for coordinators were established: non-hierarchical relationships with residents, parenting attitudes, sensitivity to residents' changes, and the perspective of the citizen and a member of the public. These attributes would underpin coordinators' educational roles and facilitate the professional development of residents. This study provides a basis for defining and revising the role profiles of programme coordinators, and for improving staff development.
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Affiliation(s)
- Mayumi Aono
- Division of Medical Education, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
- St Luke's International University, 10-1 Akashi-cho, Chuo-ku, Tokyo, 104-0044, Japan
| | - Haruo Obara
- Department of Medicine, Okinawa Chubu Hospital, 281 Miyazato, Uruma, 904-2243, Japan
| | - Chihiro Kawakami
- Division of Medical Education, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Rintaro Imafuku
- Division of Medical Education, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Takuya Saiki
- Division of Medical Education, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan
| | - Michael A Barone
- Department of Pediatrics (Adjunct), Johns Hopkins University School of Medicine, 733N Broadway, Baltimore, MD, 21205, USA
| | - Yasuyuki Suzuki
- Division of Medical Education, Graduate School of Medicine, Gifu University, 1-1 Yanagido, Gifu, 501-1194, Japan.
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Pelser D, Chavez C, Allison L, Cleppe V, Beck Dallaghan GL. Professional development for clerkship administrators: a 16-year overview of the clerkship administrator certificate program. MEDICAL EDUCATION ONLINE 2020; 25:1710327. [PMID: 31891332 PMCID: PMC6968542 DOI: 10.1080/10872981.2019.1710327] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/14/2019] [Revised: 11/18/2019] [Accepted: 11/20/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND Increasing accreditation requirements as well as transformations in medical school curricula necessitate administrative staff who are not only invested in the clerkship coordinator role but also view what they do as a career. To date, there has been a lack of professional development opportunities for clerkship administrators. METHODS In 2003, the Central Group on Educational Affairs of the Association of American Medical Colleges recognized a need for professional development for clerkship administrators. The Clerkship Administrator Certificate Program emerged from that decision and presented for the first time in 2004 in Omaha, Nebraska. This article provides an overview of the program, how it has been evaluated, and how it continues to evolve. RESULTS The program had two guiding principles: to offer professional development opportunities for clerkship administrators through interactive workshops and to ensure the program was feasible both in terms of completion and in cost. Over the past 16 years, the Clerkship Administrator Certificate Program workshops have been delivered to over 300 clerkship administrators. Of those, 206 have completed a project in order to receive their certificate. Projects have related to innovations in medical education (n = 41), grading (n = 26), professional development (n = 26), and patient care (n = 20) to name a few. DISCUSSION In order to meet the demands for presenting the workshops, a train-the-trainer model has been employed to expand the number of individuals presenting the workshops. Additional research needs to be done to determine influence of the program on future professional development endeavors.
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Affiliation(s)
- Donnita Pelser
- Department of Pediatrics, University of Kansas School of Medicine-Wichita, Wichita, KS, USA
| | - Cathy Chavez
- Carver College of Medicine, University of Iowa Stead Family Children’s Hospital, Iowa City, IA, USA
| | - Lindsey Allison
- Office of Medical Education, Wright State University Boonshoft School of Medicine, Dayton, OH, USA
| | - Virginia Cleppe
- Department of Pediatrics, The Medical College of Wisconsin, Milwaukee, WI, USA
| | - Gary L. Beck Dallaghan
- Office of Medical Education, The University of North Carolina School of Medicine, Chapel Hill, NC, USA
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Shah H. Providing Graduate Medical Education Orientation to Program Coordinators: A National Survey and Analysis. J Grad Med Educ 2019; 11:530-534. [PMID: 31636822 PMCID: PMC6795314 DOI: 10.4300/jgme-d-18-01036.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/05/2018] [Revised: 04/10/2019] [Accepted: 07/10/2019] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND The role of a program coordinator (PC) in graduate medical education (GME) has become increasingly important. OBJECTIVE We surveyed PCs nationwide to identify the predictors of better performance outcomes. METHODS A 58-question survey focusing on metrics that could be used to measure administrative performance was submitted electronically to 1515 PCs. Preplanned analysis was conducted to determine the association between receipt of training and PC performance metrics. RESULTS A total of 712 (47%) PCs responded to the survey completely. Most (59%, 422 of 712) were from university programs. Respondents reported having received only GME training (17%, 121 of 712), only peer training (15%, 106 of 712), or both (9%, 67 of 712). Of those who reported, 51% (366 of 712) with GME training and 99% (708 of 712) with peer training found that training was helpful. The PCs who received both GME and peer training reported better performance, including lower rates of delayed starts and graduations, higher rates of compliance in cases and work hour reporting, and higher levels of readiness for internal reviews, GME visits, and the Match. The PCs who received only peer training reported better performance than did those with only GME training. Self-reported factors associated with improved PC performance were having prior administrative experience (β = 0.201, P = .010) and being a PC for a longer time (β = 0.188, P = .027). CONCLUSIONS Having only GME training did not seem sufficient for an optimal PC performance. A combination of peer and GME orientation yielded the best administrative outcomes.
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Ronna B, Guan J, Karsy M, Service J, Ekins A, Jensen R. A Survey of Neurosurgery Residency Program Coordinators: Their Roles, Responsibilities, and Perceived Value. Cureus 2019; 11:e4457. [PMID: 31205843 PMCID: PMC6561522 DOI: 10.7759/cureus.4457] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
Objective Residency program coordinators play an important role behind the scenes, in the function of residency and fellowship programs. In addition, coordinators have significantly heterogeneous job roles among institutions. The aim of this study was to evaluate the training, responsibilities, and contribution of residency program coordinators within the field of neurosurgery. Methods A 24-question survey was submitted to 133 program coordinators, and 78 responses (59% response rate) were received. Results The survey results showed that >80% of coordinators have been in their current position for ≥3 years. Coordinators identified at least 24 unique departmental responsibilities with an average of 85% of the time devoted to residency program management. Among coordinators, 82% reported no formal training, with 60% and 55% reporting inadequate training from their department and institution, respectively. Interestingly, 84% completely or partially agreed that their work is valued by residents, 91% by the program director(s), 78% by the department chair, 62% by other faculty, and 56% by other departmental staff. Lastly, 50% of coordinators reported that their department has not been receptive to receiving feedback on how to improve the roles of the position, with 80% reporting no career advancement track. Conclusion Residency program coordinators reported a wide range of experience and responsibilities within their respective departments. The majority reported limited training for their current position, and a significant number reported not feeling valued by members of their department, suggesting two areas for improvement. As coordinators continue to play a larger role in the management and accreditation of their departments, strategies to optimize their role may be important.
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Affiliation(s)
- Brenden Ronna
- Department of Neurosurgery, University of Utah, Salt Lake City, USA
| | - Jian Guan
- Department of Neurosurgery, University of Utah , Salt Lake City, USA
| | - Michael Karsy
- Department of Neurosurgery, University of Utah, Salt Lake City, USA
| | - Julie Service
- Department of Neurosurgery, University of Utah, Salt Lake City, USA
| | - Amy Ekins
- Department of Neurosurgery, University of Utah, Salt Lake City, USA
| | - Randy Jensen
- Department of Neurosurgery, University of Utah, Salt Lake City, USA
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Ofei-Dodoo S, Irwin G, Kuhlmann Z, Kellerman R, Wright-Haviland S, Dreiling M. Assessing Work-Related Burnout and Job Satisfaction among Obstetrics and Gynecology Residency Program Coordinators. Kans J Med 2019; 12:11-16. [PMID: 30854163 PMCID: PMC6396962] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
INTRODUCTION This study explored the prevalence of and the relationship between job satisfaction and burnout among obstetrics and gynecology residency program coordinators. METHODS This cross-sectional study involved members of the American Program Managers of Obstetrics and Gynecology. The Copenhagen Burnout Inventory and Spector's Job Satisfaction Survey were used to measure the participants' burnout and job satisfaction rates respectively. Data were collected between August 2017 and December 2017. The authors used Fisher's exact tests, Spearman's r correlations, and multiple linear regression to analyze the data. RESULTS There was an 83% (171/207) response rate. Thirteen percent of the coordinators reported high, 70% moderate, and 17% low job satisfaction scores. Thirty-nine percent of the coordinators reported high, 25% moderate, and 36% slight work-related burnout rates. Correlation coefficient showed a significantly negative relationship between job satisfaction and work-rated burnout, (r s [169] = -0.402, p < 0.01). Regression analysis showed co-workers (β = -0.47) and supervision (β = -0.16) domains of the job satisfaction scale were significant predictors of work-related burnout (R = 0.55; F[5, 195] = 11.05; p < .001). CONCLUSIONS The findings highlight the importance of job satisfaction factors, such as support from coworkers and supervisors, in dealing with work-related burnout among residency coordinators.
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Affiliation(s)
- Samuel Ofei-Dodoo
- University of Kansas School of Medicine-Wichita, Department of Family and Community Medicine
| | - Gretchen Irwin
- University of Kansas School of Medicine-Wichita, Department of Family and Community Medicine,Wesley Family Medicine Residency
| | | | - Rick Kellerman
- University of Kansas School of Medicine-Wichita, Department of Family and Community Medicine
| | | | - Michaela Dreiling
- University of Kansas School of Medicine-Wichita, Department of Family and Community Medicine
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Dubois L, Marsh T, Demers LB. Program Coordinator Professional Development: Definition, Perception of Importance, Motivating Factors, and Barriers. Am J Med 2019; 132:114-118. [PMID: 30240687 DOI: 10.1016/j.amjmed.2018.09.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/25/2018] [Accepted: 09/13/2018] [Indexed: 11/26/2022]
Affiliation(s)
- Lauralee Dubois
- Boston Medical Center and Boston University School of Medicine, Mass.
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Gilbert DL, LaBare JA, Keough K, Feist TB. Child Neurology Residency Program Directors and Program Coordinators 2016 Workforce Survey. Pediatr Neurol 2018; 79:21-27. [PMID: 29203344 DOI: 10.1016/j.pediatrneurol.2017.10.021] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/03/2017] [Revised: 10/17/2017] [Accepted: 10/29/2017] [Indexed: 10/18/2022]
Abstract
BACKGROUND Responsibilities of Program Directors' (PDs) and Program Coordinators' (PCs) roles continue to evolve within Graduate Medical Education (GME). METHODS In 2016, the authors conducted an anonymous electronic survey of Child Neurology and Neurodevelopmental Disabilities PDs (n = 76) and PCs (n = 68) to address workforce characteristics, challenges related to implementing Accreditation Council of Graduate Medical Education (ACGME) requirements, and institutional support. Responses were characterized with descriptive statistics. RESULTS Response rate was 72% (46 of 76 PDs, 57 of 68 PCs). PD median clinical workloads were five half-day clinics weekly plus three months as hospital attending yearly. Most PDs (61%) reported having less, and many (43%) believed requirements were less, protected time than the ACGME requires. Most PCs have clerical titles (58%), no designated GME career path (79%), inaccurate job descriptions (86%), little to no formal GME training (61%), work-hours exceeding those scheduled (68%), and time allocation below ACGME recommendations (69%). More than half (54%) of hourly PCs reported responding to communications after hours, with nearly all (92%) unpaid for such work. Shared PD-PC concerns include faculty completion of resident evaluations (80%), inadequate protected time (71%), and low PC salary (70%). For both PDs and PCs, median time in the job was four years. CONCLUSIONS Child neurology and neurodevelopmental disability residency PDs and PCs report problems that likely increase turnover and interfere with training. The ACGME should consider revising, formalizing, and disseminating requirements for protected time for PDs and PCs, based on realistic assessments of current administrative requirements, and monitoring compliance as part of program evaluations.
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Affiliation(s)
- Donald L Gilbert
- Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.
| | - Julie A LaBare
- Department of Neurology, Mayo Clinic, Rochester, Minnesota
| | - Karen Keough
- Department of Neurology, UT Austin Dell Medical School, Austin, Texas
| | - Terri B Feist
- Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio
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Feist TB, Campbell JL, LaBare JA, Gilbert DL. Challenges in Implementation of the New Accreditation System. J Child Neurol 2017; 32:397-402. [PMID: 28025896 DOI: 10.1177/0883073816685241] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Despite major changes in US Graduate Medical Education, from Core Competencies (2002) to the Next Accreditation System (2012), few studies have evaluated the role of the Residency Coordinator in program accreditation. This role may be especially challenging in child neurology, which involves separate, accredited child and adult neurology residencies. The present study of Child Neurology Program Coordinators evaluated workforce factors and first-year implementation of new training requirements. The response rate was 65% (48/74). Concerning workforce features included high turnover, unpaid overtime, inconsistent job titles, limited career paths, inadequate training, and nonacademic supervision. Programs' average implementation of 14 new accreditation items averaged 7.5 (standard deviation 2.5). This survey demonstrated that greater Next Accreditation System implementation is linked to increased coordinator experience, supervision within Graduate Medical Education, and greater administrative support for the coordinator role. Changes in these areas could improve future compliance of US child neurology programs with Graduate Medical Education accreditation requirements.
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Affiliation(s)
- Terri B Feist
- 1 Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Julia L Campbell
- 2 Division of Neurology, Nationwide Children's Hospital/The Ohio State University, Columbus, OH, USA
| | - Julie A LaBare
- 3 Department of Neurology, Mayo Clinic, Rochester, MN, USA
| | - Donald L Gilbert
- 1 Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
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Feist TB, Campbell JL, LaBare JA, Gilbert DL. Survey of the Child Neurology Program Coordinator Association: Workforce Issues and Readiness for the Next Accreditation System. J Child Neurol 2016; 31:333-7. [PMID: 26116383 DOI: 10.1177/0883073815592226] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/21/2015] [Accepted: 05/22/2015] [Indexed: 11/15/2022]
Abstract
In preparation for the implementation of the Next Accreditation System in Child Neurology, the authors organized the first meeting of child neurology program coordinators in October 2014. A workforce and program-readiness survey was conducted initially. Coordinator job titles varied widely. Most respondents (65%) managed 1 or more fellowships plus child neurology residency. Most had worked in graduate medical education less than 5 years (53%), with no career path (88%), supervised by someone without graduate medical education experience (85%), in divisions where faculty knowledge was judged inadequate (72%). A small proportion of programs had established clinical competency committee policies (28%) and was ready to implement milestone-based evaluations (56%). A post-conference survey demonstrated substantial improvements in relevant skills. The complexity of residency program management in the Next Accreditation System era supports substantive modifications to the program coordinator role. Such changes should include defined career pathway, managerial classification, administrative support, and continuing education.
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Affiliation(s)
- Terri B Feist
- Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
| | - Julia L Campbell
- Division of Neurology, Nationwide Children's Hospital/The Ohio State University, Columbus, OH, USA
| | - Julie A LaBare
- Department of Neurology, Mayo Clinic, Rochester, MN, USA
| | - Donald L Gilbert
- Division of Neurology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA
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