What question did this study set out to answer?

To evaluate the effect of specific programmatic interventions on academic performance and well-being in an Internal Medicine residency program.

March 21, 2026Open Access

Mixed-Methods Evaluation of Programmatic Interventions on Academic Performance and Resident Perspectives in Internal Medicine Residency

Key Points

To evaluate the effect of specific programmatic interventions on academic performance and well-being in an Internal Medicine residency program.
Conducted a mixed-methods study at the Oman Medical Specialty Board IM Residency Program in 2022/23.
Implemented four interventions: reduced duty hours, restructured academic days, simulation workshops, and enhanced mentorship.
Analyzed quantitative data from 78 residents pre-intervention and 114 residents post-intervention.
Performed qualitative interviews with 13 selected residents, analyzed using thematic analysis.
Part 2 exam pass rates improved from 85.0% to 98.0% (p = 0.014).
Annual resident publications increased from 10.5 to 21.0 (p = 0.007).
Residents reported reduced fatigue and better work-life balance, alongside higher satisfaction with academic initiatives.

Abstract

Background: The Oman Medical Specialty Board (OMSB) Internal Medicine Residency Program addressed challenges like fatigue, burnout, and academic stress by implementing programmatic changes. These interventions aimed to improve certification exam pass rates, scholarly productivity, and work-life balance, ultimately enhancing academic performance and resident well-being within the program. Objective: To evaluate the impact of four integrated programmatic interventions—reduced duty hours (24-hour to 12-hour shifts), restructured academic days, simulation-based workshops, and enhanced research mentorship—on academic performance, scholarly productivity, well-being, and resident satisfaction in an IM residency program. Methods: A mixed-methods study was conducted in the OMSB IM Residency Program during the 2022/23 academic year. Interventions included: (1) restructuring Internal Medicine Academic Days (IMAD) into full-day structured learning incorporating dedicated lectures (8 am-1 pm) and simulation-based workshops (1– 3 pm), (2) reducing duty hours from 24-hour to 12-hour shifts, and (3) enhancing research training and mentorship. The quantitative component analyzed 78 residents in the pre-intervention period and 114 residents in the post-intervention period, measuring OMSB Part 1, Part 2, and Objective Structured Clinical Examination (OSCE) pass rates, as well as annual peer-reviewed resident publications. Independent z-tests compared outcomes between periods (p < 0.05). The qualitative component included semi-structured interviews with 13 purposively selected residents (third and fourth-year trainees), analyzed using Braun and Clarke’s thematic framework. Results: Part 2 exam pass rates significantly improved (85.0% to 98.0%, p = 0.014), and resident publications doubled (10.5 to 21.0 annually, p = 0.007). Interviews revealed reduced fatigue, better work-life balance, and improved satisfaction with academic days and simulations. However, concerns were raised regarding scheduling conflicts and continuity of care. Conclusion: Structured educational and wellness-focused interventions improved academic outcomes, scholarly output, and resident well-being. These findings support integrating similar strategies into residency programs, though further research is needed to assess long-term sustainability and broader applicability. Keywords: residency training, programmatic interventions, academic performance, resident well-being, simulation workshops, scholarly productivity

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