Regional needs assessment for emergency physician audit and feedback

Individualized throughput metric reports for emergency medicine residents: Impact on time to disposition and resident perceptions

Background

Research suggests that quantitative metric reports can improve the clinical performance of emergency physicians; however, few studies have examined their effects on physicians in training. The primary study objective was to assess the effects of providing emergency medicine (EM) residents with individualized throughput metrics with regard to emergency department (ED) disposition times.

Methods

We performed a single-center, retrospective, observational study from January 2021 to December 2022 examining ED disposition times before and after providing upper-level EM residents individualized throughput metrics. Residents received monthly reports of three specific metrics averaged over the preceding 6 months: (1) median time from room to discharge order (Rm2Dc), (2) median time from return of all results to discharge order (Rlts2Dc), and (3) median time from room and to consult order for hospitalization (Rm2Hosp). Overall mean values of the three metrics before and during metric sharing were compared via independent t-test and stratified by level of training and time of year. Adjusted analysis was performed to control for temporal differences between study periods. Testing was conducted at α = 0.05 level of significance.

Results

A total of 35 unique residents were included in the analysis. Overall, mean disposition times were not significantly different before and during reporting of metrics: Rm2Dc (154.8 min vs. 148.9 min, p = 0.109), Rslt2Dc (46.5 min vs. 45.1 min, p = 0.522), and Rm2Hosp (141.7 min vs. 135.7 min, p = 0.257). Subgroup analysis yielded similar results, aside from a significant decrease in mean Rm2Hosp in the postgraduate year-3 (PGY-3) group (145.8 min vs. 124.1 min, p = 0.004). Analysis with adjusted means yielded results similar to those observed with unadjusted data.

Conclusions

Overall, individualized throughput metrics were not correlated with decreased average times to ED disposition for upper-level EM residents; however, in the subset of hospitalized patients seen by PGY-3 residents, we observed a mean decrease of 21.7 min to consultation.

What Faculty Want: Academic and Community Emergency Physicians’ Perceptions of Learner Feedback

Introduction

Faculty development is often deployed by central medical schools, with little guidance from end-users. How and what faculty members can use to improve their performance requires a deeper understanding from this user group. This study aims to explore how faculty perceive learners’ feedback about their performance as educators.

Methods

This study is an explanatory mixed-method research, wherein community- and academic-based emergency medicine faculty members from nine regional hospitals were surveyed about their perceptions of various outcome measures for faculty development. Selected participants were invited to follow-up interviews. We analyzed the physicians’ perceptions toward teaching and performance feedback data based on faculty’s gender, role as academic or community physician, and work experience.

Results

The quantitative phase has 104 participants, and 15 of these were followed up with interviews. The gender of faculty does not have statistical or practical differences regarding their perceptions of learner feedback. Type of practice contains meaningful insights about the perception of learner feedback although it does not have a statistical difference. Moreover, an inverse trend exists between the physicians’ years of experience and their perceived value of learner feedback. Kruskal-Wallis test showed a significant difference in the faculty’s experience level and their perceived value for the metric “quantity of feedback commentary compared to their peer group” (H(4) = 12.21, p = 0.02), specifically between junior and senior faculty (p = 0.007). Some faculty stated that experienced faculty may perceive they have a very well-established style.

Conclusions

Diversifying feedback sources and delivery may be useful for different groups of faculty members. Junior physicians are more interested in gaining feedback about the quantity of their written feedback to students compared to more senior physicians. Learner feedback holds promise to trigger continuous improvement in community sites for those who fall behind compared to the academic sites.

Beyond the CLAIM: A comprehensive needs assessment strategy for creating an Advanced Medical Education Research Training Program (ARMED-MedEd)

BACKGROUND

The health professions education (HPE) landscape has shifted substantively with increasing professionalization of research and scholarship. Clinician educators seeking to become competitive in this domain often pursue fellowships and master's degrees in HPE, but there are few resources for the continuing professional development (CPD) of those who seek to continue developing their scholarly practice within HPE. Acknowledging the multiple players in this landscape, the authors sought to design a new "beyond beginners" HPE research program using a novel needs assessment planning process.

METHODS

The authors developed and conducted a new three-phase, five-step process that sets forth a programmatic approach to conducting a needs assessment for a CPD course in HPE research. The five steps of the CLAIM method are: Competitive analysis, Literature review with thematic analysis, Ask stakeholders, Internal review by experts, and Mapping of a curriculum. These steps are organized into three phases (Discovery, Convergence, and Synthesis).

RESULTS

Over a 12-month period, the authors completed a comprehensive needs assessment. The CLAIM process revealed that longitudinal digital connection, diverse and in depth exposure to HPE research methods, skills around scholarly publishing, and leadership and management of research would be beneficial to our design.

CONCLUSIONS

The CLAIM method provided scaffolding to help the authors create a robust curriculum that adopts a scholarly approach for developing a HPE research course. This needs assessment methodology may be useful in other CPD contexts.

Enabling positive practice improvement through data-driven feedback: A model for understanding how data and self-perception lead to practice change

PURPOSE

This article aims to identify the factors that affect physicians' experiences of receiving practice data and to use these data to develop a model describing how individuals interact with the data.

METHODS

We designed an interview guide to study physicians' perspectives on audit and feedback. By intentional sampling, we recruited 15 physicians amongst gender groups, types of practice (academic vs community), and durations of practice. The interviews were conducted by a single author and transcribed without identifiers. We then began with an open coding analysis for all of the transcripts, and thereafter conducted axial coding to group the data into larger themes.

RESULTS

Several attributes were identified as either enabling or counterproductive attributes for participant improvement. The final proposed model identifies different zones of engagement on the basis of both the individual practitioner's growth mindset and the quality of the existing data system. In the highest engagement zone, the mindset of the collective leadership is one of growth. Systemic supports are in place, which potentiates learning that may come from an individual motivated to use their own data.

CONCLUSION

Our novel model depicts the relationship between data feedback systems and individuals' mindsets interact to augment or hinder clinical practice improvement. This model may provide leaders with a framework to examine their academic and administrative structures and how they might interface with performance feedback systems with clinicians.