Ready, Set, Goal: A Mixed Methods Study of a Goal-Setting Intervention on 2 Competency-Based Geriatric Medicine Rotations

• DOI: 10.4300/jgme-d-24-00069.1
• Publication Date: 2024-08-14T18:42:35Z
• Authors: Jillian Alston; Dov Gandell; Emilia Kangasjarvi; Ryan Brydges
• Keywords: Thematic Analysis

ABSTRACT Background More research is required to understand the effects of implementing structured goal-setting on trainee engagement in competency-based clinical learning environments. Objective To explore how residents experienced a rotation-specific intervention geriatric medicine rotations at 2 hospitals. Methods All rotating were expected complete intervention, consisting SMART-based (Specific, Measurable, Achievable, Relevant, and Time-Bound) form feedback sessions with teaching faculty. From November 2019 June 2021, we recruited convenience sample residents. Study participants completed pre- postrotation 35-item Dutch Residency Educational Climate Test (D-RECT) questionnaires compare scores from their rotation before semistructured interview, which transcribed analyzed using principles constant comparison reflexive thematic analysis. Results We interviewed 12 58 (20.7%) participating 11 whom both D-RECT questionnaires. Participants’ favored versus immediately preceding (M=4.29±0.37; M=3.84±0.44, P=.002). Analyses interview transcripts yielded 3 themes perceived influenced experience: (1) forms processes mediate, inform, constrain goal selection; (2) interactions faculty, patients, system factors enactment; (3) unstructured assessments led uncertainty around achievement. Challenges included time restrictions unpredictable opportunities. Conclusions Goal-setting appeared help many direct efforts engage collaborative identified challenges limiting residents’ may inform practical implementation other curricula.