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Faculty Evaluation Engagement: Efficacy of a Pillory Approach
Remington Lim, MD, Vernon Pais Jr., MD.
Dartmouth Hitchcock, LEBANON, NH, USA.
Introduction:Residency evaluations are a cornerstone of reflection and opportunities for growth in a program’s educational curriculum. There has been poor compliance in faculty providing organized feedback despite automated system-based reminders and intermittent in-person prompting. Our study suggests a publicly available board that denotes pending evaluations and days past due generates motivation to improve faculty engagement. Methods:Data from a total of 11 faculty members from a single academic institution were queried from an online evaluation system from 3/2024 to 12/2024. Data regarding number of evaluations, pending evaluations and completion timeliness were collected prior to implementation of the board in addition to 3, 6, and 9 months after board posting. Board placement occurred in a high traffic area near the faculty urology offices. The percent change at each interval was calculated in addition to the average across intervals and section average. Each additional evaluation was weighted 0.25 to account for the higher evaluation burden. Results:Completion rates were highest 9 months after implementation with an average 25.77% increase. Average evaluation completion rates were 13.33% higher at 9 months compared to pre-intervention with a 100% completion rate achieved in 9 members. Total evaluation burden did not affect completion rates, as the two urologists with the highest number of evaluations had a combined adjusted average 42.25% increase in completion rates with 100% of evaluations completed. The average days to completion prior to intervention was 12.40 days compared to 8.78 days at 9 months. There was a 29.21% increase in timeliness of completion in 7 of the urologists. Conclusions:Residency evaluations are a crucial component for any graduate medical education academic program. A public board that displays evaluation tracking has been shown to boost completion rates and decrease time to completion. Further investigation is needed to determine additional methods to improve faculty participation.
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