Rama Jennifer A, Falco Carla, Balmer Dorene F
J Grad Med Educ. 2018 Oct;10(5):587-590. doi: 10.4300/JGME-D-18-00043.1.
Graduate medical education programs are expected to conduct an annual program evaluation. While general guidelines exist, innovative and feasible approaches to program evaluations may help efforts at program improvement. Appreciative Inquiry is an approach that focuses on successful moments, effective processes, and programs' strengths.
We implemented a novel application of Appreciative Inquiry and its 4 phases (Inquire, Imagine, Innovate, and Implement) and demonstrate how it led to meaningful improvements in a pediatric pulmonology fellowship program.
As part of the Inquire and Imagine phases, the authors developed an interview guide that aligned with Appreciative Inquiry concepts. Two faculty members conducted semistructured interviews with a convenience sample of 11 of 14 fellowship alumni. Interviews were audiotaped, transcribed, and reviewed. A summary of the findings was presented to the Program Evaluation Committee, which then directed the Innovate and Implement phases.
Appreciative Inquiry was acceptable to the alumni and feasible with the authors' self-directed learning approach and minimal administrative and financial support. In the Inquire phase, alumni identified program strengths and successes. In the Imagine phase, alumni identified program changes that could aid transition to independent practice for future fellows (an identified program goal). Based on the results of the Appreciative Inquiry, program leadership and the Program Evaluation Committee selected improvements for implementation.
For small programs, Appreciative Inquiry is an innovative and feasible approach to program evaluation that facilitates actionable program improvement recommendations.
毕业后医学教育项目预计每年进行一次项目评估。虽然存在一般指导方针，但创新且可行的项目评估方法可能有助于项目改进工作。积极探究是一种关注成功时刻、有效流程和项目优势的方法。
我们实施了积极探究及其四个阶段（询问、想象、创新和实施）的一种新颖应用，并展示其如何在儿科肺病学 fellowship 项目中带来有意义的改进。
作为询问和想象阶段的一部分，作者制定了一份与积极探究概念一致的访谈指南。两名教员对 14 名 fellowship 校友中的 11 名进行了便利抽样的半结构化访谈。访谈进行了录音、转录和审查。研究结果摘要提交给项目评估委员会，该委员会随后指导创新和实施阶段。
积极探究为校友所接受，并且通过作者的自主学习方法以及最少的行政和财政支持是可行的。在询问阶段，校友确定了项目的优势和成功之处。在想象阶段，校友确定了有助于未来学员向独立执业过渡的项目变革（一个确定的项目目标）。基于积极探究的结果，项目领导层和项目评估委员会选择了改进措施予以实施。
对于小型项目，积极探究是一种创新且可行的项目评估方法，有助于提出可付诸行动的项目改进建议。
