＂Appreciative Inquiry＂ Approach Cultivates Confident New Clinical Instructors, for Promoting ACGME/IOM Competencies in Taiwanese Community Hospitals

10.6145/jme201510

Ling-Yu Yang；Fa-Yauh Lee；Ying-Ying Yang；Hui-Chi Hsu；Chia-Chang Huang；Yen-Po Tsao

appreciative inquiry ； accreditation council for graduate medical education ； Institute of Medicine ； new clinical teachers ； residents

Journal of Medical Education

19卷3期（2015 / 09 / 01）

99 - 119

英文

Expanding the number of residents at teaching hospitals is placing significant stress on existing faculties teaching the competences required by the American Council for Graduate Medical Education (ACGME)/Institute of Medicine (IOM). One result is the need to involve clinical teachers at community hospitals in residency ACGME/IOM competencies training. Purpose: This aim was to explore the effectiveness of the ＂appreciative inquiry (AI)＂ approach to train clinical educators who teach ACGME/IOM core competence to residents at community hospital. Methods: Differing from the ＂conventional＂ approach, the ＂AI＂ approach requires new clinical teachers to identify positive examples of good ACGME/ IOM competence practice and to promote these at community hospitals. Forty new clinical teachers were recruited from community hospitals and were randomly divided into group A (conventional approach) or B (AI approach). Results: Junior and female new clinical teachers in the ＂AI＂ group showed greater improvements in their confidence as educators after participating in the ACGME/IOM competencies instructor program. The post-course mentor-assessed/self-assessed competence improvement scores and between-course mentor-assessed educator scores of the new clinical teachers were significantly higher for the ＂AI＂ group compared to the ＂conventional＂ group. A good correlation was noted between the mentor-assessed and self-assessed competence improvement scores. Importantly, the ＂AI＂ group participants showed higher confidence in their ability to organize an ACGME/IOM training program at their institution after training. Conclusions: Compared to the ＂conventional＂ approach, the ＂AI＂ group is able to effectively train educators to a high level, allowing them to create effective strategies for developing core competences promotion at community hospitals.

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