Iobst W, Hood S, Adiletto J, Holmboe ES. — American Board of Internal Medicine
Presented: 14th Ottawa Conference, May 2010
Background: In 2004, the American Board of Internal Medicine (ABIM) began a weeklong faculty development course on assessment and evaluation. The course is offered twice yearly, and is capped at 20 attendees. Upon completion, attendees are asked to identify up to five “commitments to change” (CTC) they anticipate implementing. A follow-up e-mail at six months evaluates their interim progress.
Summary of Work: Analysis of faculty experience after attending the faculty development course.
Summary of Results: The 102 program attendees have identified 453 “commitments to change.” The top three areas of change included implementing a formal faculty development program, formalizing a mini-CEX direct observation program, and utilizing a chart stimulated recall in residency. To date, 34 of 102 (33%) attendees have reported on their CTCs: of their 152 potential changes, participants have partially or completely implemented 104 changes (68%).
Conclusions: Faculty development in assessment generates universal interest in implementing change. Preliminary results suggest participants do implement a number of innovations within six months of completing the course.
Take-Home Message: Intensive, interactive faculty development can serve as a catalyst for implementing assessment innovations in training programs. Longer longitudinal follow-up is needed to assess the sustainability of the changes.
For more information about this presentation, please contact Research@abim.org.