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Lawrence Family Medicine Residency
Building a Family Doctor for the Next Forty Years: Using the Program Evaluation Committee (PEC) for Curricular Evaluation as a Visioning Process Lawrence Family Medicine Residency Cara Marshall, MD Wendy Barr, MD, MPH, MSCE Sebastian Tong, MD, MPH Joseph Gravel, MD
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Disclosures None
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WHAT’S YOUR MISSION underserved research learning suburban teaching
family medicine WHAT’S YOUR MISSION patient care rural full-spectrum regional community academic rigor
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OUR MISSION “The mission of the Lawrence Family Medicine Residency is to create and nurture learning environments where physicians are inspired to develop expertise in Family Medicine and to dedicate themselves to the care of individuals, families and communities, especially those who are underserved.” Created in 1994, the Lawrence Family Medicine Residency was the first Family Medicine Residency program sponsored by a community health center. Over the years we have attracted Residents who are interested in working in underserved communities, both nationally and abroad. To prepare Residents, our training combines rich and challenging clinical experiences with an academically rigorous curriculum. Our graduates are well trained to practice in underserved communities upon graduation.
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Mural at one of our clinical sites depicting the Bread and Roses strike, an iconic moment in Lawrence history and in the history of the labor movement.
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LAWRENCE FAMILY MEDICINE RESIDENCY
Full-spectrum Academic rigor Underserved Community
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Lawrence Family Medicine Residency is participating in the ACGME’s national 4 year length of training pilot program. Our goals in this project are to deepen resident clinical core competencies, leadership skills in PCMH, expand clinical skills in an area of concentration and facilitate substantive longitudinal community involvement.
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FACULTY/RESIDENT SURVEY
Multiple areas of change Faculty/resident assessment of current strengths and weaknesses Repeat after implementation to measure outcomes of interventions Responses on 6 point Likert scale 1=strongly disagree 6=strongly agree
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FACULTY/RESIDENT SURVEY
Our curriculum reflects the mission of our residency. # responses We’re doing pretty well here. Likert scale
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PROGRAM EVALUATION COMMITTEE: ACGME REQUIREMENTS
Composition: at least 2 faculty members and at least 1 resident Oversee educational activities Review competency-based curriculum goals and objectives Assess compliance with ACGME standards Monitor resident performance, faculty development and graduate performance
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PROGRAM EVALUATION COMMITTEE: ACGME REQUIREMENTS
Annual written resident and faculty program evaluation Written plan of action Annual formal program evaluation
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FACULTY/RESIDENT SURVEY
I have a good sense of the overall goals and structure of our curriculum. # responses We’re doing pretty well here too. Likert scale
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LFMR CURRICULUM ASSESSMENT TOOL (ANNUAL CURRICULAR REVIEW FOR EACH ROTATION)
Competency-based goals and objectives, by year when appropriate Methods of teaching/overview of curricular content Measurable outcomes Summative resident rotation evaluations In-service exam results as pertinent Procedure and patient care logs as pertinent Exit interview results Results of graduate surveys as pertinent Graduate ABFM certification examination performance Faculty development and CME activities as pertinent Program deficiencies from most recent accreditation review if pertinent Review of improvement plan from the previous year with progress report Concerns and areas of attention for the coming year Our previous curricular assessment tool or CAT
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FACULTY/RESIDENT SURVEY
I have a clear idea of what I should learn during each rotation experience. # responses We wanted to address this. Likert scale
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FACULTY/RESIDENT SURVEY
I understand the process by which our curriculum is evaluated and assessed. # responses And we wanted to address this. Communication was clearly an issue. Likert scale
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COMMUNICATION IN Chief residents and one standing member from each class Resident business meeting prior to rotation PEC meeting: Chief residents lead brief discussion to elicit resident input
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COMMUNICATION OUT Chief residents report back to Resident Business Meeting Rotation coordinator reports back to faculty meeting
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OVERALL CURRICULAR VISIONING
QUARTERLY PEC MEETINGS and BIANNUAL FACULTY MEETINGS Is the balance right? Does each rotation have the appropriate amount of time? What areas need attention? Are we fulfilling our mission?
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PEC COMPOSITION Residents: Who has only chiefs on the PEC? If you have other residents, are they Appointed? Elected? Discussion slide
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PEC SCHEDULE Separate meetings for separate rotations?
Meetings for grouped rotations? One or two big meetings? Discussion slide
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CURRICULAR BALANCE How do you approach curricular balance/change?
Discussion slide
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PROGRAM MISSION/VISION
How do you make sure that your program fulfills your mission? Discussion slide
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Please evaluate this session at: stfm.org/sessionevaluation
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