• Carolyn L Dufault, Eve R Colson, DallaghanGary L BeckGLBCarle Illinois College of Medicine, Urbana, IL, USA., April O Buchanan, Eva M Aagaard, Leslie Blaylock, Matthew Wroblewski, Lars Osterberg, Brenda J B Roman, and Lisa Coplit.
• Washington University School of Medicine, St. Louis, MO, USA. cdufault@wustl.edu.
• J Gen Intern Med. 2024 Sep 4.

AbstractLike other complex systems, medical education programs require a systematic continuous quality improvement (CQI) approach to drive effective improvement. Accreditation bodies in both undergraduate medical education (UME) and graduate medical education (GME) require programs to have effective CQI processes. Dashboards facilitate visualization and tracking of key metrics that impact medical education programming, thus driving excellence. Keys to developing useful dashboards include using existing program evaluation frameworks to identify desired outputs, determine acceptable evidence, and identify key data sources. In developing dashboards, it is important to consider data management including oversight and appropriate sharing of reports. When effectively developed and delivered to key parties, data dashboards serve as valuable tools to drive improvement of medical education programing. The purpose of this paper is to provide guidance for dashboard implementation and use in medical education, with a focus on UME and GME, based on available literature and experiences in our own institutions.© 2024. The Author(s), under exclusive licence to Society of General Internal Medicine.

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