Emily P Imes, Shubha Dathatri, Richard Yoon, Henry Park, Laureen Zubiaurre, James Fine
Longitudinal data demonstrated that overall and domain-specific satisfaction varied widely between and within programs, and over time. This data will inform future studies elucidating relationships between trainee satisfaction and additional domains of interest. Sharing satisfaction-trend analyses with programs can bolster evaluation/improvement efforts and serve as a model for other institutions.
PURPOSE: Columbia Dental Medicine conducts an annual program evaluation (APE) enabling trainees to reflect on their educational experiences. Studies have shown positive associations between trainees' satisfaction with the nature and quality of their education and learning and patient outcomes. A standardized evaluation model for postdoctoral training programs is currently lacking. Programs can use evaluation data to enact changes fostering improvement. This retrospective study elucidates trainee satisfaction by analyzing longitudinal APE data. Results allow programs to better understand trainee experiences and support implementation of data-driven program enhancement measures.
METHODS: We examined APE data gathered between 2018 and 2024. Data were analyzed amongst seven programs with 20 or greater respondents over the 7-year period. Responses from eight questions were extracted to evaluate program satisfaction. Trainees provided responses on a four-point Likert-style scale (strongly disagree, somewhat disagree, somewhat agree, strongly agree, not applicable). We analyzed mean scores and investigated differences in satisfaction indicators.
RESULTS: A total of 508 responses were analyzed. Analyses of variance revealed statistically significant differences (p < 0.05) across all programs for all indicators. Programs with overall higher satisfaction had higher ratings on perceived curricular challenge, learning environment, and inclusivity. Pediatric dentistry, orthodontics, and endodontics residents reported highest satisfaction levels. Over time, satisfaction with inclusiveness and learning environment remained consistent.
CONCLUSIONS: Longitudinal data demonstrated that overall and domain-specific satisfaction varied widely between and within programs, and over time. This data will inform future studies elucidating relationships between trainee satisfaction and additional domains of interest. Sharing satisfaction-trend analyses with programs can bolster evaluation/improvement efforts and serve as a model for other institutions.