Colbert Colleen Y, Brateanu Andrei, Nowacki Amy S, Prelosky-Leeson Allison, French Judith C
is Director, Office of Educator and Scholar Development, Education Institute, Cleveland Clinic, and Associate Professor of Medicine, Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CWRU).
is Associate Program Director, Internal Medicine Residency Program, Cleveland Clinic, and Associate Professor of Medicine, Cleveland Clinic Lerner College of Medicine of CWRU.
J Grad Med Educ. 2021 Jun;13(3):390-403. doi: 10.4300/JGME-D-20-01431.1. Epub 2021 Jun 14.
In medical education, self-administered questionnaires are used to gather information for needs assessments, innovation projects, program evaluations, and research studies. Despite the importance of survey methodology, response rates have declined for years, especially for physicians.
This study explored residents' experiences with survey participation and perceptions of survey design and implementation.
In 2019, residents at a large Midwestern academic medical center were recruited via email to participate in mixed specialty focus groups (FGs). Narrative comments were recorded, transcribed, and then analyzed via conventional content analysis, utilizing cognitive sociology as a conceptual framework. Themes and subthemes were generated iteratively.
Postgraduate year 1-4 residents (n = 33) from internal medicine, surgery, and neurology participated in 7 FGs (3-7 participants/group) from April-May 2019. Eight themes were generated during content analysis: Negative emotions, professionalism, accuracy, impact, survey design/implementation, biases, survey fatigue, and anonymity. Residents questioned the accuracy of survey data, given the tendency for self-selection to drive survey participation. Residents wanted survey participation to be meaningful and reported non-participation for a variety of reasons, including doubts over impact. Satisficing and breakoffs were commonly reported.
Though residency program cultures differ across institutions, the findings from this study, including potential barriers to survey participation, should be relevant to anyone in graduate medical education using survey methodology for programmatic data collection, accreditation, and research purposes.
在医学教育中，自填式问卷被用于收集需求评估、创新项目、项目评估和研究等方面的信息。尽管调查方法很重要，但多年来回复率一直在下降，尤其是医生的回复率。
本研究探讨了住院医师参与调查的经历以及对调查设计和实施的看法。
2019年，通过电子邮件招募了中西部一家大型学术医疗中心的住院医师，让他们参加混合专业焦点小组（FGs）。记录并转录叙述性评论，然后以认知社会学为概念框架，通过传统内容分析法进行分析。主题和子主题是迭代生成的。
2019年4月至5月，来自内科、外科和神经科的1-4年级住院医师（n = 33）参加了7个焦点小组（每组3-7名参与者）。在内容分析过程中产生了八个主题：负面情绪、专业精神、准确性、影响、调查设计/实施、偏差、调查疲劳和匿名性。由于自我选择驱动调查参与的趋势，住院医师对调查数据的准确性提出了质疑。住院医师希望调查参与是有意义的，并报告了不参与的各种原因，包括对影响的怀疑。普遍报告了满足和中断情况。
尽管不同机构的住院医师培训项目文化有所不同，但本研究的结果，包括调查参与的潜在障碍，应该与任何在研究生医学教育中使用调查方法进行项目数据收集、认证和研究目的的人相关。
