206 Views

118 - Group Discussions Improve Residents’ Self-Perceived Efficacy in Demonstrating Professional Behavior Milestones.

Thursday, February 27, 2025

5:00 PM - 6:30 PM MST

Presenting Author(s)

IK

Ian Kim, MD

Resident
University of Washington
Seattle, Washington, United States

Co-Author(s)

Audrey Leung, MD

Assistant Professor
University of Washington
BELLEVUE, Washington, United States
Jamie Ott, DO

Assistant Professor/Attending Physician
University of Washington
Seattle, Washington, United States

Corresponding Author(s)

Scott Campea, MD

Medical Director, Inpatient Rehabilitation
VA Puget Sound Health Care System
Louis Stokes Cleveland VA Medical Center
Seattle, Washington, United States

Objectives: The ACGME clearly delineates professional behavior milestones, but optimal teaching methods for achieving these remain unclear. This study assesses the impact of small group discussions using guided self-reflection on residents’ self-perceived efficacy in demonstrating professional behavior milestones.

Design: An innovative teaching model using guided self-reflection was introduced into a PM&R residency program. A rotating cohort of six residents participated in monthly, hour-long, faculty-led discussions related to professional values and behaviors, triggers that can lead to lapses, and interventions to prevent those lapses. Over two years, 20 discussions were conducted. Annual surveys were administered, assessing residents’ self-perceived efficacy in 10 ACGME professional behavior milestones using a Likert scale (1-5). Statistical analysis, including t-tests and linear regression, were used to evaluate the data collected on self-perceived efficacy. Qualitative feedback was collected regarding the learner experience.

Results: Thirty-six surveys were completed: 11 from residents who did not attend the discussions, 15 from those who attended once, 6 from those who attended twice, and 4 from those attending three or more sessions. Based on linear regression, residents who attended an increasing number of sessions compared to those who attended no sessions, reported statistically significant improvements in self-perceived efficacy in 9 out of 10 professional behavior sub-competencies. Qualitative feedback emphasized the value of structured self-reflection, peer collaboration, and practical applications in clinical practice.

Conclusions: Faculty-led small group discussions incorporating guided self-reflection significantly enhance residents’ self-perceived efficacy in most ACGME professional behavior milestones. Residents attending multiple sessions showed greater gains, highlighting the benefit of repeated, structured discussions on professional behaviors. Further research can elucidate if this increase in self-perceived efficacy translates into observed behaviors in the clinical settings. Residency programs may consider using structured group discussions as a method to optimize residents’ ability to demonstrate professional behavior milestones.