Nagler Alisa, Chudgar Saumil M, Rudd Mariah, Whicker Shari A, Gagliardi Jane P, Narayan Aditee, Heflin Mitchell T, Gordon David C, Andolsek Kathryn M
J Grad Med Educ. 2015 Sep;7(3):422-9. doi: 10.4300/JGME-D-14-00599.1.
Graduate medical education (GME) programs may struggle to provide the knowledge, skills, and experiences necessary to meet trainee career interests and goals beyond a clinical focus. Sponsoring institutions can partner with programs to deliver content not included in typical clinical experiences of GME programs.
To perform a needs assessment and to develop, implement, and measure acceptability and feasibility of an institution-wide GME Concentrations curriculum.
In response to the needs assessment, GME leadership developed 4 concentrations: (1) Resident-as-Teacher; (2) Patient Safety and Quality Improvement; (3) Law, Ethics, and Health Policy; and (4) Leaders in Medicine. We formed advisory committees that developed curricula for each concentration, including didactics, experiential learning, and individual project mentoring. Participants completed pre- and postassessments. We assessed feasibility and evaluated participant presentations and final projects.
Over the course of 3 years, 91 trainees (of approximately 1000 trainees each year) from 36 GME programs (of 82 accredited programs) have participated in the program. The number of participants has increased each year, and 22 participants have completed the program overall. Cost for each participant is estimated at $500. Participant projects addressed a variety of education and health care areas, including curriculum development, quality improvement, and national needs assessments. Participants reported that their GME Concentrations experience enhanced their training and fostered career interests.
The GME Concentrations program provides a feasible, institutionally based approach for educating trainees in additional interest areas. Institutional resources are leveraged to provide and customize content important to participants' career interests beyond their specialty.
毕业后医学教育（GME）项目可能难以提供满足学员职业兴趣和目标所需的知识、技能和经验，而不仅仅局限于临床重点。主办机构可以与项目合作，提供GME项目典型临床经验中未包含的内容。
进行需求评估，并开发、实施和衡量全机构范围内的GME集中课程的可接受性和可行性。
针对需求评估，GME领导层制定了4个集中领域：（1）住院医师即教师；（2）患者安全与质量改进；（3）法律、伦理与卫生政策；（4）医学领导者。我们成立了咨询委员会，为每个集中领域制定课程，包括教学、体验式学习和个人项目指导。参与者完成了课前和课后评估。我们评估了可行性，并对参与者的展示和最终项目进行了评估。
在3年的时间里，来自82个认证项目中的36个GME项目的91名学员（每年约1000名学员）参加了该项目。参与者人数逐年增加，共有22名参与者完成了该项目。估计每位参与者的成本为500美元。参与者的项目涉及各种教育和医疗领域，包括课程开发、质量改进和国家需求评估。参与者报告称，他们在GME集中领域的经历增强了他们的培训，并培养了职业兴趣。
GME集中项目为在其他感兴趣领域培训学员提供了一种可行的、基于机构的方法。利用机构资源提供并定制对参与者超出其专业领域的职业兴趣重要的内容。
