Nagler Alisa, Andolsek Kathryn, Schlueter Joanne, Weinerth John
J Grad Med Educ. 2012 Jun;4(2):159-64. doi: 10.4300/JGME-D-11-00109.1.
Little is known about the factors that influence applicants' decisions to select a graduate medical education training program. Programs may improve their recruitment by better understanding that process.
Following the Match for the years 2008 though 2010, an electronic survey was sent to 664 applicants to 15 Duke University graduate medical education programs. Those individuals were ranked high enough to match to Duke University but chose to match at another institution. We used quantitative and qualitative analyses to explore factors influencing candidates' decisions and to identify program and institutional improvements to better attract top candidates.
Response rate was 63% (417/664). The quantitative analysis identified factors that were "very important" to applicants (current resident satisfaction, relationship between faculty and residents, collegiality of current residents, quantity and quality of faculty content/mentoring, faculty teaching expertise, diversity of patients and types of procedures, and location), and those that were "not important" to applicants (child care or education opportunities for children, salary, United States Medical Licensing Examination requirements, part-time training options, favorable environment for minorities or women). There were statistically significant differences among specialties. Qualitative analysis identified 3 themes as most influential in their choice: location, program relationships, and the interview experience.
The collection of 3 years of data across specialties identified factors that are important to applicants' choice of a training program. Some factors can be addressed quickly and with little effort, such as the format of the interview day. Others require programs and institutions to revisit their mission, priorities, and training culture to improve relationships between residents and faculty. Programs may wish to be more tactical in selecting the residents and faculty who meet with applicants and be more focused in planning how the interview time is used.
对于影响申请人选择毕业后医学教育培训项目决策的因素，人们了解甚少。各项目若能更好地理解这一过程，或许就能改进其招生工作。
在2008年至2010年的住院医师匹配之后，向申请杜克大学15个毕业后医学教育项目的664名申请人发送了电子调查问卷。这些申请人的排名足以匹配到杜克大学，但他们选择了在其他机构匹配。我们运用定量和定性分析来探究影响候选人决策的因素，并确定项目和机构层面可做出的改进，以更好地吸引顶尖候选人。
回复率为63%（417/664）。定量分析确定了对申请人“非常重要”的因素（当前住院医师满意度、教员与住院医师之间的关系、当前住院医师的团队合作氛围、教员授课内容/指导的数量和质量、教员的教学专长、患者多样性和手术类型以及地点），以及对申请人“不重要”的因素（儿童保育或子女教育机会、薪资、美国医师执照考试要求、兼职培训选项、对少数族裔或女性有利的环境）。不同专业之间存在统计学上的显著差异。定性分析确定了在他们的选择中最具影响力的三个主题：地点、项目关系和面试体验。
跨专业收集的三年数据确定了对申请人选择培训项目很重要的因素。一些因素可以迅速且轻松地解决，比如面试日的形式。其他因素则要求项目和机构重新审视其使命、优先事项和培训文化，以改善住院医师与教员之间的关系。各项目在选择与申请人会面的住院医师和教员时可能希望更具策略性，并在规划如何利用面试时间方面更加专注。
