The Feasibility and Impact of Implementing Brief Educator Development Sessions in Underresourced Residency Training Sites.

Journal of graduate medical education Pub Date : 2025-08-01 Epub Date: 2025-08-15 DOI:10.4300/JGME-D-25-00025.1
Adrienne Silver, Patricia A Carney, Robynn Church, Natali P Sorem, Jennifer Serfin, Jeffrey A Youker, Bharat Gopal, Cynthia Mendez-Kohlieber, Amy K Miller Juve
{"title":"The Feasibility and Impact of Implementing Brief Educator Development Sessions in Underresourced Residency Training Sites.","authors":"Adrienne Silver, Patricia A Carney, Robynn Church, Natali P Sorem, Jennifer Serfin, Jeffrey A Youker, Bharat Gopal, Cynthia Mendez-Kohlieber, Amy K Miller Juve","doi":"10.4300/JGME-D-25-00025.1","DOIUrl":null,"url":null,"abstract":"<p><p><b>Background</b> Busy physician educators teaching in rural and underserved communities face challenges finding time and resources to support their professional development. <b>Objective</b> We developed and assessed the feasibility and utility of delivering 25-minute virtual educator development sessions for educators in residency training programs located in rural and underserved communities. <b>Methods</b> This study evaluated a monthly 25-minute web-based education program designed to develop residency program directors' and other educators' teaching and assessment skills in training programs located in rural and underresourced communities. Participants included educators from Oregon and California between September 2021 and October 2023. Feasibility was evaluated by educator attendance and technology use. Utility was measured by continuing medical education credit requests regarding educational value and participant-reported application of skills. <b>Results</b> Ninety-one educators participated, 59 from Oregon and 32 from California. Most were female (64.8%, 59 of 91), between the ages of 30 and 49 (68.1%, 62 of 91), White (85.7%, 78 of 91), and non-Hispanic/Latinx (90.1%, 82 of 91). Physicians made up 75.8% (69 of 91), while 18.7% (17 of 91) were other program educators. Feasibility in terms of technology use was found to be 50% or greater by desktop computer connection, with the remaining by mobile devices. Regarding utility, continuing medical education credit was requested for 48 (29.8%) of the 161 viewed sessions. <b>Conclusions</b> Brief, web-based educator development sessions are feasible to implement in residency training sites located in remote and underresourced communities. Participants self-reported their intention to apply what they learned in their work with trainees.</p>","PeriodicalId":37886,"journal":{"name":"Journal of graduate medical education","volume":"17 4","pages":"515-522"},"PeriodicalIF":0.0000,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12360257/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of graduate medical education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.4300/JGME-D-25-00025.1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/8/15 0:00:00","PubModel":"Epub","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 0

Abstract

Background Busy physician educators teaching in rural and underserved communities face challenges finding time and resources to support their professional development. Objective We developed and assessed the feasibility and utility of delivering 25-minute virtual educator development sessions for educators in residency training programs located in rural and underserved communities. Methods This study evaluated a monthly 25-minute web-based education program designed to develop residency program directors' and other educators' teaching and assessment skills in training programs located in rural and underresourced communities. Participants included educators from Oregon and California between September 2021 and October 2023. Feasibility was evaluated by educator attendance and technology use. Utility was measured by continuing medical education credit requests regarding educational value and participant-reported application of skills. Results Ninety-one educators participated, 59 from Oregon and 32 from California. Most were female (64.8%, 59 of 91), between the ages of 30 and 49 (68.1%, 62 of 91), White (85.7%, 78 of 91), and non-Hispanic/Latinx (90.1%, 82 of 91). Physicians made up 75.8% (69 of 91), while 18.7% (17 of 91) were other program educators. Feasibility in terms of technology use was found to be 50% or greater by desktop computer connection, with the remaining by mobile devices. Regarding utility, continuing medical education credit was requested for 48 (29.8%) of the 161 viewed sessions. Conclusions Brief, web-based educator development sessions are feasible to implement in residency training sites located in remote and underresourced communities. Participants self-reported their intention to apply what they learned in their work with trainees.

在资源不足的住院医师培训地点实施简短教育工作者发展课程的可行性和影响。
背景忙碌的医生教育工作者在农村和服务不足的社区教学面临着寻找时间和资源来支持他们的专业发展的挑战。我们开发并评估了为农村和服务不足社区住院医师培训项目中的教育工作者提供25分钟虚拟教育工作者发展课程的可行性和实用性。方法本研究评估了一个每月25分钟的网络教育项目,该项目旨在在农村和资源不足社区的培训项目中培养住院医师项目主任和其他教育工作者的教学和评估技能。参与者包括2021年9月至2023年10月期间来自俄勒冈州和加利福尼亚州的教育工作者。通过教师出勤率和技术使用来评估可行性。效用是通过继续医学教育学分请求的教育价值和参与者报告的技能应用来衡量的。结果91名教育工作者参与其中,59名来自俄勒冈州,32名来自加利福尼亚州。大多数是女性(64.8%,91人中有59人),年龄在30至49岁之间(68.1%,91人中有62人),白人(85.7%,91人中有78人),非西班牙裔/拉丁裔(90.1%,91人中有82人)。医生占75.8%(91人中有69人),而其他项目教育者占18.7%(91人中有17人)。在技术使用方面,通过台式电脑连接的可行性为50%或以上,其余为移动设备。在效用方面,在161个被观看的课程中,有48个(29.8%)要求继续医学教育学分。结论:简单地说,基于网络的教育工作者发展课程在偏远和资源不足社区的住院医师培训地点是可行的。参与者自我报告了他们在与学员一起工作中应用所学知识的意图。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Journal of graduate medical education
Journal of graduate medical education Medicine-Medicine (all)
CiteScore
3.20
自引率
0.00%
发文量
248
期刊介绍: - Be the leading peer-reviewed journal in graduate medical education; - Promote scholarship and enhance the quality of research in the field; - Disseminate evidence-based approaches for teaching, assessment, and improving the learning environment; and - Generate new knowledge that enhances graduates'' ability to provide high-quality, cost-effective care.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:604180095
Book学术官方微信