The Feasibility and Impact of Implementing Brief Educator Development Sessions in Underresourced Residency Training Sites.
Publication Title
J Grad Med Educ
Document Type
Article
Publication Date
8-1-2025
Keywords
portland; oregon; psvmc
Abstract
Background Busy physician educators teaching in rural and underserved communities face challenges finding time and resources to support their professional development. Objective 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. Methods 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. Results 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. Conclusions 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.
Specialty/Research Institute
Graduate Medical Education
DOI
10.4300/JGME-D-25-00025.1
