Silver Adrienne, Carney Patricia A, Church Robynn, Sorem Natali P, Serfin Jennifer, Youker Jeffrey A, Gopal Bharat, Mendez-Kohlieber Cynthia, Juve Amy K Miller
is Director of Medical Education, Medical Student Program Director, and Outpatient Pediatric Rotation Director, Department of Pediatrics, Kaiser Santa Rosa, Santa Rosa, California, USA.
is a Professor of Family Medicine and Internal Medicine, Division of Hospital Medicine, Oregon Health & Science University, School of Medicine, Portland, Oregon, USA.
J Grad Med Educ. 2025 Aug;17(4):515-522. doi: 10.4300/JGME-D-25-00025.1. Epub 2025 Aug 15.
Busy physician educators teaching in rural and underserved communities face challenges finding time and resources to support their professional development. We developed and assessed the feasibility and utility of delivering 25-minute virtual educator development sessions for educators in residency training programs located in rural and underserved communities. This study evaluated a monthly 25-minute web-based education program designed to develop residency program directors' and other educators' teaching and assessment skills in training programs located in rural and underresourced communities. Participants included educators from Oregon and California between September 2021 and October 2023. Feasibility was evaluated by educator attendance and technology use. Utility was measured by continuing medical education credit requests regarding educational value and participant-reported application of skills. Ninety-one educators participated, 59 from Oregon and 32 from California. Most were female (64.8%, 59 of 91), between the ages of 30 and 49 (68.1%, 62 of 91), White (85.7%, 78 of 91), and non-Hispanic/Latinx (90.1%, 82 of 91). Physicians made up 75.8% (69 of 91), while 18.7% (17 of 91) were other program educators. Feasibility in terms of technology use was found to be 50% or greater by desktop computer connection, with the remaining by mobile devices. Regarding utility, continuing medical education credit was requested for 48 (29.8%) of the 161 viewed sessions. Brief, web-based educator development sessions are feasible to implement in residency training sites located in remote and underresourced communities. Participants self-reported their intention to apply what they learned in their work with trainees.
忙碌的医师教育工作者在农村和服务不足的社区教学时，面临着难以找到时间和资源来支持其专业发展的挑战。我们为位于农村和服务不足社区的住院医师培训项目的教育工作者开发并评估了提供25分钟虚拟教育工作者发展课程的可行性和实用性。本研究评估了一个每月25分钟的基于网络的教育项目，该项目旨在培养农村和资源匮乏社区培训项目中的住院医师项目主任及其他教育工作者的教学和评估技能。参与者包括2021年9月至2023年10月期间来自俄勒冈州和加利福尼亚州的教育工作者。通过教育工作者的出勤情况和技术使用情况来评估可行性。通过关于教育价值的继续医学教育学分申请以及参与者报告的技能应用情况来衡量实用性。91名教育工作者参与其中，59名来自俄勒冈州，32名来自加利福尼亚州。大多数为女性（64.8%，91名中的59名），年龄在30至49岁之间（68.1%，91名中的62名），白人（85.7%，91名中的78名），非西班牙裔/拉丁裔（90.1%，91名中的82名）。医师占75.8%（91名中的69名），而18.7%（91名中的17名）是其他项目教育工作者。通过台式计算机连接发现技术使用方面的可行性为50%或更高，其余通过移动设备。关于实用性，在161次观看课程中，有48次（29.8%）申请了继续医学教育学分。简短的基于网络的教育工作者发展课程在偏远和资源匮乏社区的住院医师培训地点实施是可行的。参与者自我报告了他们打算将所学应用于与学员的工作中的意图。
