TY - JOUR
T1 - International Residency Program Directors on Implementing Educational Transformation
T2 - A Qualitative Study of Their Experiences and Strategies for Overcoming Challenges
AU - Dutta, Debalina
AU - Ibrahim, Halah
AU - Stadler, Dora J.
AU - Cofrancesco, Joseph
AU - Nair, Satish Chandrasekhar
AU - Archuleta, Sophia
PY - 2021/8/1
Y1 - 2021/8/1
N2 - Background: Residency program directors (PDs) need to navigate diverse roles and responsibilities as clinical teachers, administrators, and drivers of educational improvement. Little is known about the experience of PDs leading transformation of international residency programs. Objective: We explored the lived experiences of international residency PDs and developed an understanding of how PDs manage educational program transformation. Methods: Using a phenomenological approach, semi-structured interviews were conducted with current and former PDs involved in the transformation to competency-based medical education in the first international settings to be accredited by the Accreditation Council for Graduate Medical Education-International (ACGME-I). Thirty-three interviews with PDs from Qatar, Singapore, and the United Arab Emirates were conducted from September 2018 to July 2019, audio-recorded, and transcribed. Data were independently coded by 2 researchers. A thematic analysis was conducted and patterns that reflected coping and managing educational reform were identified. Results: PDs described distinctive patterns of navigating the educational transformation. Five themes emerged: PDs (1) embraced continuous learning and self-development; (2) managed change in the context of their local settings; (3) anticipated problems and built support networks to effectively problem-solve; (4) maintained relationships with stakeholders for meaningful and constructive interactions; and (5) focused on intrinsic qualities that helped them navigate challenges. Conclusions: International PDs were presented with significant challenges in implementing educational transformation but coped successfully through distinctive patterns and methods.
AB - Background: Residency program directors (PDs) need to navigate diverse roles and responsibilities as clinical teachers, administrators, and drivers of educational improvement. Little is known about the experience of PDs leading transformation of international residency programs. Objective: We explored the lived experiences of international residency PDs and developed an understanding of how PDs manage educational program transformation. Methods: Using a phenomenological approach, semi-structured interviews were conducted with current and former PDs involved in the transformation to competency-based medical education in the first international settings to be accredited by the Accreditation Council for Graduate Medical Education-International (ACGME-I). Thirty-three interviews with PDs from Qatar, Singapore, and the United Arab Emirates were conducted from September 2018 to July 2019, audio-recorded, and transcribed. Data were independently coded by 2 researchers. A thematic analysis was conducted and patterns that reflected coping and managing educational reform were identified. Results: PDs described distinctive patterns of navigating the educational transformation. Five themes emerged: PDs (1) embraced continuous learning and self-development; (2) managed change in the context of their local settings; (3) anticipated problems and built support networks to effectively problem-solve; (4) maintained relationships with stakeholders for meaningful and constructive interactions; and (5) focused on intrinsic qualities that helped them navigate challenges. Conclusions: International PDs were presented with significant challenges in implementing educational transformation but coped successfully through distinctive patterns and methods.
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U2 - 10.4300/JGME-D-21-00050.1
DO - 10.4300/JGME-D-21-00050.1
M3 - Article
C2 - 34434513
AN - SCOPUS:85114971002
SN - 1949-8349
VL - 13
SP - 526
EP - 533
JO - Journal of graduate medical education
JF - Journal of graduate medical education
IS - 4
ER -