Table 1
Conference Schedule
| Time | Topic |
|---|---|
| Day 1 | |
| 1:00pm | Introductions and Conference Outline |
| 1:30pm | History of Residency Training in Mongolia |
| 2:00pm | History of Residency Training in the USA |
| 2:30pm | Life as a Resident in the USA |
| 3:00pm | Break |
| 3:15pm | Lecture on Needs Assessment for Developing a Residency Program |
| 3:45pm | Small Group Discussions on the Ideal Residency Program (Duration, assessments, etc.) |
| 5:30pm | Report by Small Groups |
| 5:45pm | Wrap up and Discussion |
| 6:00pm | Adjourn |
| Day 2 | |
| 1:00pm | Lecture on Competencies |
| 1:45pm | Small Group Discussions on Competencies |
| 2:15pm | Lecture on How to Implement Competencies |
| 3:00pm | Small Group Discussion on the Implementation of Competencies in Mongolia |
| 3:30pm | Break |
| 3:45pm | Lecture on the Administration of a Residency Program/Block Schedules |
| 4:30pm | Small Group Work Developing Ideal Block Schedules |
| 5:00pm | Lecture on How to Develop Program Goals and Objectives |
| 5:30pm | Small Group Development of Program Goals and Objectives |
| 6:00pm | Adjourn |
| Day 3 | |
| 1:00pm | Lecture on How to Develop a Competency-Based Curriculum |
| 1:30pm | Small Group Development of Rotation Goals and Objectives |
| 2:00pm | Lecture on Educational Activities within Residency |
| 2:30pm | Small Group Development of an Educational Schedule for Program |
| 3:15pm | Break |
| 3:30pm | Lecture on Assessments (Formative vs summative, end of training assessments, giving feedback, etc.) |
| 4:30pm | Small Group Discussion on giving Feedback in Current Residency Program |
| 5:30pm | Report by Small Groups |
| 5:45pm | Wrap-up and Evaluation of Conference |
| 6:00pm | Adjourn |
Table 2
Attendee self-reported knowledge before and after conference (1-5 scale)
| Mean (SD) | ||
|---|---|---|
| Before | After | |
| I am familiar with competency-based medical education | 2.5 (0.8) | 4.5 (0.5) |
| I can develop a Needs Assessment for a course in residency | 2.8 (1.1) | 4.7 (0.5) |
| I can write overall goals for a residency program | 3.0 (1.0) | 4.7 (0.5) |
| I can develop goals and objectives for a rotation or class | 3.0 (0.9) | 4.6 (0.5) |
| I can create a block schedule for resident rotations | 3.0 (1.2) | 4.6 (0.6) |
| I can give effective feedback to a resident | 2.9 (1.1) | 4.6 (0.5) |
| I can give effective summative assessments | 3.0 (0.9) | 4.3 (0.6) |
| I value giving feedback to residents | 3.1 (0.9) | 4.6 (0.6) |
[i] Note: All p values are significant at <0.001
Table 3
Impact of conference on attendees (1-5 scale)
| N | Mean (SD) | |
|---|---|---|
| I value attending this conference | 20 | 4.1 (0.9) |
| Small group discussions with colleagues on the ideal structure of residency training were useful | 19 | 4.6 (0.8) |
| Small group discussions on how to implement competencies in our medical education system were helpful | 19 | 4.3 (0.7) |
| Small group discussions on how to give feedback will change how I give feedback in the future | 18 | 4.5 (0.5) |
| Small group discussions on how to give assessments will change how I use assessments in the future | 19 | 4.5 (0.5) |
Table 4
Number of days of similar faculty development training
| Number of Participants | |
|---|---|
| 0 Days | 5 |
| 1-2 Days | 1 |
| 3-6 Days | 4 |
| 7-10 Days | 1 |
| Before: | 1 | 2 | 3 | 4 | 5 |
| After: | 1 | 2 | 3 | 4 | 5 |
| Before: | 1 | 2 | 3 | 4 | 5 |
| After: | 1 | 2 | 3 | 4 | 5 |
| Before: | 1 | 2 | 3 | 4 | 5 |
| After: | 1 | 2 | 3 | 4 | 5 |
| Before: | 1 | 2 | 3 | 4 | 5 |
| After: | 1 | 2 | 3 | 4 | 5 |
| Before: | 1 | 2 | 3 | 4 | 5 |
| After: | 1 | 2 | 3 | 4 | 5 |
| Before: | 1 | 2 | 3 | 4 | 5 |
| After: | 1 | 2 | 3 | 4 | 5 |
| Before: | 1 | 2 | 3 | 4 | 5 |
| After: | 1 | 2 | 3 | 4 | 5 |
| Before: | 1 | 2 | 3 | 4 | 5 |
| After: | 1 | 2 | 3 | 4 | 5 |
| Before: | 1 | 2 | 3 | 4 | 5 |
| After: | 1 | 2 | 3 | 4 | 5 |
| 1 | 2 | 3 | 4 | 5 |
| 1 | 2 | 3 | 4 | 5 |
| 1 | 2 | 3 | 4 | 5 |
| 1 | 2 | 3 | 4 | 5 |