Background and objectives: The Accreditation Council for Graduate Medical Education requires all residents be trained in population health, but the most effective training strategies to impact care of patients and populations are not well established. The purpose of this study is to assess resident self-efficacy and expected application of population management skills through iterative experiential, longitudinal, team-based training in the office and community settings.
Methods: Using a prospective longitudinal curricular evaluation, we surveyed residents at a single institution from 2014-2020, evaluating self-efficacy in population health skills as well as perceived impact on patient care and future practice. We collected surveys before and after participating in a 3-year, longitudinal, team-based, experiential population health curriculum that integrates clinic-based quality improvement and community engagement projects.
Results: Fifty-nine of 68 residents (87%) responded to the presurvey, and 42/56 (75%) responded to the postsurvey. We observed significant increases in resident self-efficacy in all population health skills. All respondents reported finding common population health skills that were applicable in both office and community settings; 81% reported care of their continuity clinic patients changed because of taking part in the curriculum. Finally, 94% of respondents reported the intention to use population health skills and incorporate quality improvement (75%) and community engagement (100%) in future practice.
Conclusions: Teaching population health management skills in both office and community settings allows residents to integrate and apply these skills across settings and may enhance their use in patient care and future practice.