BACKGROUND The Accreditation Council for Graduate Medical Education requires each residency program to have a Program Evaluation Committee (PEC) but does not specify how the PEC should be designed. We sought to develop a PEC that promotes resident leadership and provides actionable feedback. METHODS Participants were residents and faculty in the Traditional Internal Medicine residency program at Yale School of Medicine (YSM). One resident and one faculty member facilitated a 1-h structured group discussion to obtain resident feedback on each rotation. PEC co-facilitators summarized the feedback in written form, then met with faculty Firm Chiefs overseeing each rotation and with residency program leadership to discuss feedback and generate action plans. This PEC process was implemented in all inpatient and outpatient rotations over a 4-year period. Upon conclusion of the second and fourth years of the PEC initiative, surveys were sent to faculty Firm Chiefs to assess their perceptions regarding the utility of the PEC format in comparison to other, more traditional forms of programmatic feedback. PEC residents and faculty were also surveyed about their experiences as PEC participants. RESULTS The PEC process identified many common themes across inpatient and ambulatory rotations. Positives included a high caliber of teaching by faculty, highly diverse and educational patient care experiences, and a strong emphasis on interdisciplinary care. Areas for improvement included educational curricula on various rotations, interactions between medical and non-medical services, technological issues, and workflow problems. In survey assessments, PEC members viewed the PEC process as a rewarding mentorship experience that provided residents with an opportunity to engage in quality improvement and improve facilitation skills. Firm chiefs were more likely to review and make rotation changes in response to PEC feedback than to traditional written resident evaluations but preferred to receive both forms of feedback rather than either alone CONCLUSIONS: The PEC process at YSM has transformed our program's approach to feedback delivery by engaging residents in the feedback process and providing them with mentored quality improvement and leadership experiences while generating actionable feedback for program-wide change. This has led to PEC groups evaluating additional aspects of residency education.

中文翻译：

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方案评估委员会的一种新颖方法。

背景技术研究生医学教育认证委员会要求每个住院医师课程都必须有一个课程评估委员会（PEC），但没有具体说明应如何设计PEC。我们试图开发一种PEC，以提升居民的领导能力并提供切实可行的反馈。方法参与者是耶鲁大学医学院（YSM）传统内科住院医师课程的居民和教师。一位住院医师和一名教职员工促进了1小时的结构化小组讨论，以获取每次轮岗的住院医师反馈。PEC的共同主持人以书面形式总结了反馈意见，然后会见了负责监督每个轮换工作的教师事务所负责人以及驻地项目负责人，以讨论反馈意见并制定行动计划。此PEC流程在4年内的所有住院和门诊轮换中均已实施。在完成PEC计划的第二年和第四年之后，将调查问卷发送给教师事务所负责人，以评估他们对PEC格式与其他更传统形式的计划反馈的效用的看法。PEC居民和教职员工也接受了有关PEC参与者经历的调查。结果PEC过程确定了住院和门诊轮换的许多共同主题。积极的方面包括教师的高水平教学，高度多样化和具有教育意义的患者护理经验，以及对跨学科护理的高度重视。需要改进的领域包括有关各种轮换的教育课程，医疗和非医疗服务之间的交互，技术问题以及工作流问题。在调查评估中，PEC成员将PEC流程视为一种有益的指导经验，为居民提供了参与改善质量和改善便利化技能的机会。与传统的书面居民评价相比，公司负责人更可能根据PEC反馈进行审查并轮换变更，但更愿意接受两种形式的反馈，而不是单独接受结论。结论：YSM的PEC流程已经改变了我们计划通过以下方式提供反馈的方法让居民参与反馈过程，为他们提供指导的质量改进和领导经验，同时为整个计划范围的变更生成可行的反馈。这导致PEC小组评估了居住教育的其他方面。