The HIM Career Matrix: Illuminating a Framework for Professional Advancement

This project sought out to develop the first, Canadian HIM career matrix in order to: 1. Support a common language to describe the seven core competency areas in which HIM professionals can work; 2. Describe new and evolving roles in HIM in Canada;3. Provide information on advanced career options available within our profession; and4. Seek consensus around the common functions performed by Canadian HIM professional

To submit or not submit: The burden of evaluation on postgraduate medical trainees

Purpose Academic centers utilize web-based surveillance systems to administer their evaluations, but little is known about their impact on the evaluation responsibilities delegated to medical residents. Method Using a mixed-methods approach, a retrospective content analysis was conducted of the evaluation activities experienced by a cohort of 29 residents as they completed their training in general internal medicine from 2009-2012. These data were triangulated with group interviews conducted with current internal medicine residents in 2012-2013. Results The internal medicine program electronically requested that its residents complete 8,614 evaluation reports on clinical faculty, curriculum, and junior trainees (345 requests annually per resident). Residents reported feeling overwhelmed by their ongoing evaluation workload, and admitted that their motivation to submit high-quality appraisals was dissipating. Residents perceived that their program valued certain evaluations more than others, and this was a major factor in their decision regarding whether or not they would eventually submit an appraisal. Feedback submitted on program evaluation related appraisals were viewed as having the least value, and residents were significantly less likely to submit these evaluations. Conclusions Although web-based surveillance systems are efficient in distributing thousands of evaluations, residency programs to engage in ongoing vigilance of the unintended consequences associated with their use

Rules of Engagement: Residents\u27 Perceptions of the In-training Evaluation Process

BACKGROUND: In-training evaluation reports (ITERs) often fall short of their goals of promoting resident learning and development. Efforts to address this problem through faculty development and assessment-instrument modification have been disappointing. The authors explored residents\u27 experiences and perceptions of the ITER process to gain insight into why the process succeeds or fails. METHOD: Using a grounded theory approach, semistructured interviews were conducted with 20 residents. Constant comparative analysis for emergent themes was conducted. RESULTS: All residents identified aspects of engagement in the ITER process as the dominant influence on the success of ITERs. Both external (evaluator-driven, such as evaluator credibility) and internal (resident-driven, such as self-assessment) influences on engagement were elaborated. When engagement was lacking, residents viewed the ITER process as inauthentic. CONCLUSIONS: Engagement is a critical factor to consider when seeking to improve ITER use. Our articulation of external and internal influences on engagement provides a starting point for targeted interventions