• Emily K Hadley Strout, Elizabeth A Wahlberg, Amanda G Kennedy, Bradley J Tompkins, and Halle G Sobel.
• Department of Medicine, University of Vermont Medical Center, Burlington, VT, USA. Emily.strout@uvmhealth.org.
• J Gen Intern Med. 2022 Jul 1; 37 (9): 2246-2250.

BackgroundPanel management (PM) curricula in internal medicine (IM) residency programs often assign performance measures which may not address the varied interests or needs of resident-learners.AimTo evaluate a self-directed learning (SDL)-based PM curriculum.SettingUniversity-based primary care practice in Burlington, Vermont.ParticipantsThirty-five internal medicine residents participated.Program DescriptionResidents completed a PM curriculum that integrated SDL, electronic health record (EHR)-driven performance feedback, mentorship, and autonomy to set learning and patient care goals.Program EvaluationPre/post-curricular surveys assessed EHR tool acceptability, weekly curricular surveys and post-curricular focus groups assessed resident perceptions and goals, and an interrupted time series analysis of care gap closure rates was used to compare the pre-intervention and intervention periods. Majority of residents (28-32 or 80-91%) completed the surveys and focus groups. Residents found the EHR tools acceptable and valued protected time, mentorship, and autonomy to set goals. A total of 13,313 patient visits were analyzed. There were no significant differences between rates between the pre-intervention period and the first intervention period (p=0.44).DiscussionA longitudinal PM curriculum that incorporated SDL and goal setting with EHR-driven performance feedback was well-received by residents, however did not significantly impact the rate of care gap closure.© 2022. The Author(s) under exclusive licence to Society of General Internal Medicine.

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