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Awad S, Turnnidge J, Cheung JJH, Taylor D, Dalgarno N, Schwartz A. Exploring perspectives of personal learning plans in a residency programme. CLINICAL TEACHER 2024; 21:e13677. [PMID: 37969042 DOI: 10.1111/tct.13677] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2023] [Accepted: 09/21/2023] [Indexed: 11/17/2023]
Abstract
BACKGROUND Personal learning plans (PLPs) have gained traction in postgraduate medical education as an avenue for enhancing resident learning. However, implementing PLPs in real-world education settings presents unique challenges. To realise the potential of PLPs, we must understand the factors that influence the quality of PLP implementation. The purpose of this study was to explore the use and implementation of PLPs during residency training from the residents' and academic advisors' perspectives within a competency-based residency programme. METHODS We conducted semi-structured interviews with residents (n = 18) and academic advisors (n = 9) in an Internal Medicine residency programme at a Canadian academic centre. Interviews were audio recorded, transcribed verbatim and analysed using open coding. FINDINGS Three higher order themes were developed to represent the participants' perceptions of implementing PLPs in a competency-based residency programme: (a) setting the stage for learning, (b) fostering meaningful engagement and (c) learning through reflection. Results indicated that implementing PLPs requires collaboration between residents and academic advisors and supports from the broader programme and institution. PLP implementation is an iterative process that can provide a salient avenue for reflection and the development of self-regulation skills. DISCUSSION AND CONCLUSION PLPs can be a useful tool to foster self-regulated learning skills in residency education. It is imperative to consider how social and environmental supports can be enacted to facilitate engagement with, and implementation of, PLPs.
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Affiliation(s)
- Sara Awad
- Department of Medicine, Queen's University, Kingston, Ontario, Canada
| | - Jennifer Turnnidge
- Office of Professional Development and Educational Scholarship, Queen's University, Kingston, Ontario, Canada
| | - Jeffrey J H Cheung
- Department of Medical Education, University of Illinois at Chicago, Chicago, Illinois, USA
| | - David Taylor
- Department of Medicine, Queen's University, Kingston, Ontario, Canada
| | - Nancy Dalgarno
- Office of Professional Development and Educational Scholarship, Queen's University, Kingston, Ontario, Canada
| | - Alan Schwartz
- Department of Medical Education, University of Illinois at Chicago, Chicago, Illinois, USA
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Hanson JL, Christy C, Clarke D, Green CM, Jirasevijinda TJ, Khidir A, Kind T, Levine L, Paul CR, Powers M, Rocha MEM, Sanguino SM, Schiller J, Tenney-Soeiro R, Trainor JL, Tewksbury LR. What Do Pediatric Subinterns Say About Their Learning and Assessment? A Qualitative Analysis of Individual Learning Plans. Acad Pediatr 2024; 24:359-368. [PMID: 37907127 DOI: 10.1016/j.acap.2023.10.009] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Revised: 10/20/2023] [Accepted: 10/24/2023] [Indexed: 11/02/2023]
Abstract
OBJECTIVE To perform a qualitative content analysis of learning and assessment strategies that pediatric subinterns describe in Individualized Learning Plans (ILPs) and to explore barriers and facilitators to their learning. METHODS We analyzed ILPs from medical students enrolled in pediatric subinternships at 10 US medical schools that utilized a standardized curriculum and were recruited to reflect diversity in geographic location, funding, and enrollment. Students used an ILP to record 3 or more selected learning objectives, rationale for selection, and reflection on learning and assessment strategies. Investigators used the constant comparative method to perform a content analysis of the ILPs, grouping codes into themes, and verifying relationships between codes within themes. RESULTS Two hundred and four ILPs that included student reflections on 850 learning objectives were analyzed. Content was analyzed in 5 categories: rationale for selecting objectives, learning strategies, assessment strategies, challenges to learning, and facilitators of learning. Students showed strong commitment to individualized, self-directed learning, developed a wide range of creative learning strategies, and relied heavily on self-reflection to assess their progress. The learning environment both helped and hindered students' ability to make and assess progress on their selected learning objectives. CONCLUSIONS Through ILP-guided reflection and a formal curriculum, students can choose well-justified learning objectives and demonstrate resourcefulness and independence in developing self-directed learning and assessment strategies. The strategies that students identified in this study provide a menu of learning and assessment options for subinterns. Identified challenges and facilitators of learning provide guidance for educators who seek to enhance the clinical learning environment.
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Affiliation(s)
- Janice L Hanson
- Department of Medicine (JL Hanson), Uniformed Services University of the Health Sciences, Bethesda, Md. Dr Hanson is now with the Washington University in St. Louis School of Medicine, St. Louis, Mo.
| | - Cynthia Christy
- Department of Pediatrics (C Christy), University of Rochester School of Medicine and Dentistry, Rochester, NY.
| | - Daxa Clarke
- Department of Pediatrics (D Clarke), The University of Arizona College of Medicine-Phoenix, Phoenix, Ariz.
| | - Cori M Green
- Department of Pediatrics (CM Green and TJ Jirasevijinda), Weill Cornell Medical College, New York, NY.
| | - T J Jirasevijinda
- Department of Pediatrics (CM Green and TJ Jirasevijinda), Weill Cornell Medical College, New York, NY.
| | - Amal Khidir
- Department of Medical Education (A Khidir), Weill Cornell Medicine-Qatar, Ar-Rayyan, Qatar.
| | - Terry Kind
- Department of Pediatrics (T Kind), George Washington University, Children's National Hospital, Washington, DC.
| | - Leonard Levine
- Department of Pediatrics (L Levine), Drexel University College of Medicine, Philadelphia, Pa. Dr Levine is now with the Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, Pa.
| | - Caroline R Paul
- Department of Pediatrics (CR Paul), University of Wisconsin School of Medicine and Public Health, Madison, Wis. Dr Paul is now with the Department of Pediatrics, NYU Grossman School of Medicine, New York, NY.
| | - Makia Powers
- Department of Pediatrics (M Powers), Morehouse School of Medicine, Atlanta, Ga. Dr Powers is now with Morehouse School of Medicine, Aetna, a CVS Health Company, Blueberry Pediatrics, Atlanta, Ga.
| | - Mary Esther M Rocha
- Department of Pediatrics (MEM Rocha), Baylor College of Medicine, Houston, Tex.
| | - Sandra M Sanguino
- Department of Pediatrics (SM Sanguino and JL Trainor), Northwestern University Feinberg School of Medicine, Chicago, Ill.
| | - Jocelyn Schiller
- Department of Pediatrics (J Schiller), University of Michigan Medical School, Ann Arbor, Mich.
| | - Rebecca Tenney-Soeiro
- Department of Pediatrics (R Tenney-Soeiro), Perelman School of Medicine at the University of Pennsylvania, Philadelphia, Pa.
| | - Jennifer L Trainor
- Department of Pediatrics (SM Sanguino and JL Trainor), Northwestern University Feinberg School of Medicine, Chicago, Ill.
| | - Linda R Tewksbury
- Department of Pediatrics (LR Tewksbury), NYU Grossman School of Medicine, New York, NY.
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Alfakhry G, Mustafa K, Ybrode K, Jazayerli B, Milly H, Alhomsi K, Jamous I. Scaffolding Self-Regulated Learning in Operative Dentistry Through Self-Assessment Training. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241226820. [PMID: 38268727 PMCID: PMC10807336 DOI: 10.1177/23821205241226820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/05/2023] [Accepted: 12/26/2023] [Indexed: 01/26/2024]
Abstract
OBJECTIVES This study aimed to investigate how effective self-assessment training is in improving the self-regulated learning (SRL) ability of operative dentistry students. The secondary aim was to explore students' attitudes towards self-assessment in clinical settings. INTRODUCTION Self-assessment has been the focus of dental education research for decades and has been claimed to be cornerstone in the SRL process. METHODS This is quasi-experimental study conducted at Damascus University Faculty of Dental Medicine, Syria. A modified direct observation of procedural skills (DOPS) assessment protocol with a self-assessment component was applied to a convenience sample of students across five clinical encounters in 2022. Data were collected during clinical training on the DOPS form and at the end of the experiment using a structured questionnaire with a single open-ended question. The qualitative part of the study followed a deductive theory-informed content analysis approach, relying on Zimmerman SRL theory. RESULTS A total number of 32 students participated in the study, eight of whom were male. During the experiment assessment, participants showed overwhelming positive attitudes towards the utility of self-assessment (m ≥ 3.5; max:4) and the overall assessment method (3.3 ≥ m ≥ 3.5; max:4). Cronbach's alpha for the post-experiment questionnaire was 0.888. A total of 84.4% of the participants strongly agreed that self-assessment is useful in clinical training. Data collected (qualitative and quantitative) from participants revealed the positive effects of self-assessment on all three phases of SRL, especially the reflection phase. CONCLUSION Self-assessment practice and training showed positive results in terms of improving SRL and performance in a clinical context; SRL appeared to be affected by self-assessment in all phases (forethought, performance, and reflection). Participants' perceptions of self-assessment were generally very positive. These findings imply the potential benefits of applying self-assessment training interventions to foster the SRL ability of learners within the clinical context.
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Affiliation(s)
- Ghaith Alfakhry
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Education Quality and Scientific Research Office, Al-Sham Private University, Damascus, Syria
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Khattab Mustafa
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Department of Endodontics and Restorative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Kamal Ybrode
- Department of Endodontics and Restorative Dentistry, Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Bashar Jazayerli
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Hussam Milly
- Faculty of Dental Medicine, Damascus University, Damascus, Syria
| | - Khaled Alhomsi
- Department of Biomedical Sciences, Faculty of Pharmacy, Al-Sham Private University, Damascus, Syria
| | - Issam Jamous
- Program of Medical Education, Syrian Virtual University, Damascus, Syria
- Department of Prosthodontics, Faculty of Dental Medicine, Damascus University, Damascus, Syria
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Reed S, Treinen C, Shah N, Ranalli M, Olshefski R. Utilizing a Quality Improvement Strategy to Increase Faculty Engagement With Resident Learning Goals. Acad Pediatr 2023; 23:201-208. [PMID: 36122828 DOI: 10.1016/j.acap.2022.09.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/07/2021] [Revised: 08/30/2022] [Accepted: 09/12/2022] [Indexed: 01/19/2023]
Abstract
BACKGROUND Establishing and achieving learning goals (LGs) are important lifelong learning skills for residents. Faculty are critical in facilitation and achievement of residents' LGs, yet many have difficulty with this role in the busy inpatient setting. OBJECTIVES Our primary aim was to improve faculty engagement in resident LGs, targeting ≥80% of faculty achieving a mean score ≥goal, over a period of 1 year by setting prerotation expectations and stressing team-based faculty accountability during the rotation in the current inpatient learning environment. METHODS We identified key barriers to addressing LGs on an inpatient subspecialty service. Key interventions included 1) introducing LGs to faculty, 2) establishing a communication/handover process among faculty, 3) LGs development, and 4) tracking accountability. Baseline mean faculty milestone scores were determined from the prior year. Over 1 year, we developed and refined a system for residents to create and document LGs with faculty oversight and review. We reviewed faculty evaluations quarterly to measure progress and reviewed rotation evaluations. RESULTS Faculty engagement with LGs improved through the course of the academic year. All but one faculty member had improved LGs scores during the intervention year. Most residents were very satisfied with the intervention and gave unprompted favorable feedback on rotation evaluations. The majority of submitted LGs were either partially or completely addressed. CONCLUSIONS We demonstrated that a quality improvement approach to a faculty educational skill is feasible and effective. Our intervention related to LGs may be modified for any medical learner in any inpatient or outpatient setting.
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Affiliation(s)
- Suzanne Reed
- Department of Pediatrics, The Ohio State University College of Medicine, Nationwide Children's Hospital, Columbus, Ohio.
| | - Charles Treinen
- Department of Pediatrics, The Ohio State University College of Medicine, Nationwide Children's Hospital, Columbus, Ohio
| | - Nilay Shah
- Department of Pediatrics, The Ohio State University College of Medicine, Nationwide Children's Hospital, Columbus, Ohio
| | - Mark Ranalli
- Department of Pediatrics, The Ohio State University College of Medicine, Nationwide Children's Hospital, Columbus, Ohio
| | - Randal Olshefski
- Department of Pediatrics, The Ohio State University College of Medicine, Nationwide Children's Hospital, Columbus, Ohio
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Getto LP, Drake J, Kern A, Fredette J. Implementation of a monthly individualized learning plan with emergency medicine residents. AEM EDUCATION AND TRAINING 2021; 5:e10710. [PMID: 34901689 PMCID: PMC8638806 DOI: 10.1002/aet2.10710] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Revised: 10/15/2021] [Accepted: 10/29/2021] [Indexed: 05/07/2023]
Abstract
OBJECTIVES Self-assessment and self-directed learning (SDL) are integral to developing competent physicians who are lifelong learners. Individualized learning plans (ILPs) are tools to formalize this process and allow for mentors to guide residents in developing these skills. Pediatric residencies have adopted the ILP process and have demonstrated improvement in resident SDL behavior, but to date there have been no EM residencies to adopt the ILP process into resident education. METHODS The ILP program was designed around three key elements: (1) resident performance of self-assessment; (2) a collaborative conversation about learning needs and goals; and (3) a shared development of implementation strategies. The program was implemented with 12 PGY1 EM residents in the 2019-2020 academic year. Following an introduction to ILPs during orientation, residents met monthly with program leadership to create and reflect on ILPs. At the conclusion of the academic year, residents were surveyed about their attitude toward the ILP process and SDL. RESULTS A total of nine residents completed the postimplementation survey. Prior to implementing the ILP program, residents universally reported that they had little to no experience with generating an ILP. Following implementation, 55% of residents described themselves as strong independent learners and 89% wanted to continue the program into their second year. CONCLUSIONS Overall, residents felt that the ILP program helped to focus their goals, monitor their progress, and allowed them to develop a relationship with program leadership.
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Affiliation(s)
- Leila P. Getto
- Emergency MedicineChristiana Care Health SystemNewarkDelawareUSA
| | - Joshua Drake
- PGY‐3 ResidentChristiana Care Health SystemNewarkDelawareUSA
| | - Alyssa Kern
- Christiana Care Health SystemNewarkDelawareUSA
| | - Jenna Fredette
- Emergency MedicineChristiana Care Health SystemNewarkDelawareUSA
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Trivedi S, Saunders S, Rodman A. Strategies for designing a health professions digital education curriculum. CLINICAL TEACHER 2021; 18:336-340. [PMID: 34013623 DOI: 10.1111/tct.13382] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Revised: 04/25/2021] [Accepted: 04/29/2021] [Indexed: 11/29/2022]
Affiliation(s)
- Shreya Trivedi
- Department of Medicine, Division of General Internal Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA.,Co-director, Innovations in Media and Educational Delivery (iMED) Initiative, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA
| | - Staci Saunders
- Department of Medicine, Division of General Internal Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA
| | - Adam Rodman
- Department of Medicine, Division of General Internal Medicine, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA.,Co-director, Innovations in Media and Educational Delivery (iMED) Initiative, Beth Israel Deaconess Medical Center, Boston, Massachusetts, USA
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Fondahn E, Burke AE, Padmore JS, Ollendorff AT. Assessing for Practice-Based Learning and Improvement: Distinguishing Evidence-Based Practice From Reflective Learning. J Grad Med Educ 2021; 13:86-90. [PMID: 33936539 PMCID: PMC8078065 DOI: 10.4300/jgme-d-20-00847.1] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
Affiliation(s)
- Emily Fondahn
- Emily Fondahn, MD, FACP, is Associate Professor of Medicine and Associate Program Director, Internal Medicine Residency, Washington University School of Medicine in St. Louis, and Medical Director of Graduate Medical Education and Medical Staff Services, Barnes-Jewish Hospital
| | - Ann E. Burke
- Ann E. Burke, MD, MBA, is Professor of Pediatrics, Pediatric Residency Director, and Vice Chair of Education, Wright State University Boonshoft School of Medicine
| | - Jamie S. Padmore
- Jamie S. Padmore, DM, is Professor and Senior Associate Dean for Medical Education, Georgetown University Medical Center, and Vice President, Academic Affairs, and Designated Institutional Official, MedStar Health
| | - Arthur T. Ollendorff
- Arthur T. Ollendorff, MD, is Clinical Professor of Obstetrics and Gynecology, University of North Carolina Health Science, Mountain Area Health Education Center
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Briceland LL, Caimano CR, Rosa SW, Veselov M, Jablanski C. Exploring the impact of engaging student pharmacists in developing individualized experiential success plans. JOURNAL OF THE AMERICAN COLLEGE OF CLINICAL PHARMACY 2021. [DOI: 10.1002/jac5.1342] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Laurie L. Briceland
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Albany New York USA
| | - Courtney R. Caimano
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Albany New York USA
| | - Sandra W. Rosa
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Colchester Vermont USA
| | - Megan Veselov
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Albany New York USA
| | - Cindy Jablanski
- Pharmacy Practice Department Albany College of Pharmacy and Health Sciences Colchester Vermont USA
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Matsuyama Y, Nakaya M, Leppink J, van der Vleuten C, Asada Y, Lebowitz AJ, Sasahara T, Yamamoto Y, Matsumura M, Gomi A, Ishikawa S, Okazaki H. Limited effects from professional identity formation-oriented intervention on self-regulated learning in a preclinical setting: a randomized-controlled study in Japan. BMC MEDICAL EDUCATION 2021; 21:30. [PMID: 33413338 PMCID: PMC7791888 DOI: 10.1186/s12909-020-02460-3] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/05/2020] [Accepted: 12/16/2020] [Indexed: 06/07/2023]
Abstract
BACKGROUND Developing self-regulated learning in preclinical settings is important for future lifelong learning. Previous studies indicate professional identity formation, i.e., formation of self-identity with internalized values and norms of professionalism, might promote self-regulated learning. We designed a professional identity formation-oriented reflection and learning plan format, then tested effectiveness on raising self-regulated learning in a preclinical year curriculum. METHODS A randomized controlled crossover trial was conducted using 112 students at Jichi Medical University. In six one-day problem-based learning sessions in a 7-month pre-clinical year curriculum, Groups A (n = 56, female 18, mean age 21.5y ± 0.7) and B (n = 56, female 11, mean age 21.7y ± 1.0) experienced professional identity formation-oriented format: Group A had three sessions with the intervention format in the first half, B in the second half. Between-group identity stages and self-regulated learning levels were compared using professional identity essays and the Motivated Strategies for Learning Questionnaire. RESULTS Two-level regression analyses showed no improvement in questionnaire categories but moderate improvement of professional identity stages over time (R2 = 0.069), regardless of timing of intervention. CONCLUSIONS Professional identity moderately forms during the pre-clinical year curriculum. However, neither identity nor self-regulated learning is raised significantly by limited intervention.
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Affiliation(s)
- Yasushi Matsuyama
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Motoyuki Nakaya
- The department of Psychology and Human Developmental Sciences, Nagoya University, Furo-cho, Chikusa-ku, Nagoya, Japan
| | - Jimmie Leppink
- Hull York Medical School, University of York, Heslington, York, UK
| | - Cees van der Vleuten
- Department of Educational Development and Research, Faculty of Health, Medicine, and Life Sciences, Maastricht University, 6200 MD Maastricht, The Netherlands
| | - Yoshikazu Asada
- Center for Information, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Adam Jon Lebowitz
- Department of General Education, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Teppei Sasahara
- Department of Infection and Immunity, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Yu Yamamoto
- Division of General Medicine, Center for Community Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Masami Matsumura
- Division of General Medicine, Center for Community Medicine, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Akira Gomi
- Department of Pediatric Neurosurgery, Jichi Children’s Medical Center Tochigi, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Shizukiyo Ishikawa
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
| | - Hitoaki Okazaki
- Medical Education Center, Jichi Medical University, 3311-1 Yakushiji, Shimotsuke, Tochigi Japan
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Kiger ME, Riley C, Stolfi A, Morrison S, Burke A, Lockspeiser T. Use of Individualized Learning Plans to Facilitate Feedback Among Medical Students. TEACHING AND LEARNING IN MEDICINE 2020; 32:399-409. [PMID: 32141336 DOI: 10.1080/10401334.2020.1713790] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Self-regulated learning theory suggests that individualized learning plans can benefit medical trainees by providing a structured means of goal setting, self-monitoring, and self-evaluation. External feedback also plays an important role in affecting learner motivations, perceptions, and self-evaluations. Accordingly, having learners share individualized learning plans with preceptors might promote self-regulated learning by helping align the feedback they receive with their learning goals. Hypothesis: We hypothesized having medical students share individualized learning plans with attendings and residents would improve the quality of the feedback they received, increase the likelihood that feedback correlated to their learning goals, and improve their perceptions of feedback received. Method: In this multisite study, third-year medical students on their pediatric clerkship created individualized learning plans and shared them with residents and attendings by writing a learning goal on at least one of their required faculty feedback forms. The quality of feedback on forms with versus without a learning goal written on top was scored using a validated scoring tool and compared using a Wilcoxon signed-ranks test, and the frequency with which feedback directly correlated to a student learning goal on forms with versus without a learning goal written on top was compared using a chi-square test. Students completed a post-clerkship survey rating the quality of feedback and teaching they received, perceptions of the individualized learning plans, progress toward achieving learning goals, and whether or not they received teaching and/or feedback related to learning goals. Results: Thirty-six students completed a total of 108 learning goals and 181 feedback forms, of which 42 forms (23.2%) had a learning goal written on top. The mean (SD) feedback score between forms with [3.9 (0.9)] versus without [3.6 (0.6)] a learning goal written on top was not different (p = .113). Feedback on forms with a learning goal written on top was more likely to correlate to a student learning goal than feedback on forms without a learning goal (92.9% vs 23.0% respectively, p < .001). Student perceptions of the usefulness of learning goals did not differ between students who reported receiving teaching or feedback related to a learning goal and those who did not. Conclusions: Sharing individualized learning plans with preceptors helped align feedback with learning goals but did not affect the quality of feedback. Further research should examine the bidirectional relationship between individualized learning plans and feedback in light of other contextual and interpersonal factors.
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Affiliation(s)
- Michelle E Kiger
- Department of Pediatrics, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Caylin Riley
- Department of Pediatrics, Wright State University, Dayton, Ohio, USA
| | - Adrienne Stolfi
- Department of Pediatrics, Wright State University, Dayton, Ohio, USA
| | | | - Ann Burke
- Department of Pediatrics, Wright State University, Dayton, Ohio, USA
| | - Tai Lockspeiser
- Department of Pediatrics, University of Colorado, Aurora, Colorado, USA
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Shariff F, Hatala R, Regehr G. The nature of learning from simulation: Now I know it, now I'll do it, I'll work on that. MEDICAL EDUCATION 2020; 54:652-659. [PMID: 32162379 DOI: 10.1111/medu.14153] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/18/2019] [Revised: 03/05/2020] [Accepted: 03/09/2020] [Indexed: 06/10/2023]
Abstract
CONTEXT Ongoing learning in complex clinical environments requires health professionals to assess their own performance, manage their learning, and modify their practices based on self-monitored progress. Self-regulated learning (SRL) theory suggests that although learners may be capable of such learning, they often need guidance to enact it effectively. Debriefings following simulation may be an ideal time to support learners' use of SRL in targeted areas, but the extent to which they are optimally fostering these practices has not been examined. METHODS A qualitative study informed by grounded theory methodology was conducted in the context of three interprofessional in situ trauma simulations at our level 1 trauma centre. A total of 18 participants were interviewed both immediately and 5-6 weeks after the simulation experience. Transcripts were analysed using an iterative constant comparative approach to explore concepts and themes regarding the nature of learning from and after simulation. RESULTS During initial interviews, there were many examples of acquired content knowledge and straightforward practice changes that might not require ongoing SRL to enact well in practice. However, even for skills identified as needing to be 'worked on,' SRL strategies were lacking. At follow-up interviews, some participants had evolved more specific learning goals and rudimentary plans for implementation and improvement, but suggested this was prompted by the study interview questions rather than the simulation debriefing itself. CONCLUSIONS Overall, participants did not engage in fulsome development of SRL plans based on the simulation and debriefing; however, there were elements of SRL present, particularly after participants were given time to reflect on the interview questions and their own goals. This suggests that simulation training can support the use of SRL. However, debriefing approaches might be better optimised to take full advantage of the opportunity to encourage and foster SRL in practice after the simulation is over.
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Affiliation(s)
- Farhana Shariff
- Division of General Surgery, Center for Health Education Scholarship, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Rose Hatala
- Department of Medicine, Center for Health Education Scholarship, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Glenn Regehr
- Department of Surgery, Center for Health Education Scholarship, The Universtiy of British Columbia, Vancouver, British Columbia, Canada
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Chiu HHC, Ji TA, D'Souza K, Cojocaru D, Warnock G, Blair G. The Teacher-Learner Contract (TLC): An Objectives-Based Checklist for Surgical Shadowing. JOURNAL OF SURGICAL EDUCATION 2020; 77:323-328. [PMID: 31562031 DOI: 10.1016/j.jsurg.2019.09.013] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2019] [Revised: 07/05/2019] [Accepted: 09/15/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVE A lack of structure and communication in physician shadowing experiences may prevent medical students from accruing its potential benefits. In this study, we evaluated the use of an objectives-based surgical shadowing teacher-learner contract (TLC) on the outcomes of shadowing experiences. DESIGN Cross-sectional study with 30 unique student-surgeon pairs who participated in a 1-time shadowing experience between December 2016 and May 2017. SETTING Eight hospitals and clinics in Metro Vancouver, British Columbia, Canada. PARTICIPANTS A convenience sample of preclinical medical students attending University of British Columbia and local surgeons from a variety of specialties were recruited by email. A random sample of 30 students was selected from a pool of interested students. RESULTS Twenty-eight students and 18 surgeons completed the study. In general, students and surgeons reported that the TLC focused learning and improved communication between teachers and learners. Students also commented that using the TLC prompted them to reflect on their goals and consider how the shadowing experience might contribute to their overall medical education. Both students and surgeons found benefit in using the checklist (mean 3.5 ± 0.75 and mean 3.8 ± 1.1, respectively, where 1 was not useful and 5 was very useful). All participants rated the TLC as easy to use (mean 1.429 ± 1.271 and mean 1.333 ± 0.686, respectively, where 1 was not difficult and 5 was very difficult), and 80% of respondents said they would use the tool again. Participants who benefited the most were students with limited surgical shadowing experience and surgeons with less experience teaching preclerkship students. CONCLUSIONS This study demonstrates that an objectives-based learning contract like the TLC can facilitate meaningful shadowing experiences for teachers and learners and may have longitudinal educational benefits. However, widespread implementation will require institutional support of this concept.
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Affiliation(s)
| | - Tianshu Angela Ji
- University of British Columbia, Vancouver, British Columbia, Canada.
| | - Karan D'Souza
- University of British Columbia, Vancouver, British Columbia, Canada
| | | | - Garth Warnock
- University of British Columbia, Vancouver, British Columbia, Canada
| | - Geoffrey Blair
- University of British Columbia, Vancouver, British Columbia, Canada
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Completion of an Individualized Learning Plan for Otology-Related Milestone Subcompetencies Leads to Improved Otology Section Otolaryngology Training Exam Scores. Otol Neurotol 2019; 40:1392-1398. [PMID: 31688617 DOI: 10.1097/mao.0000000000002392] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
OBJECTIVE To examine the relationships among self-assessment of knowledge in otology via an individualized learning plan (ILP), otology milestone achievement rate, and otolaryngology training exam (OTE) otology scores. STUDY DESIGN Prospective study. SETTING One otolaryngology residency covering a tertiary care facility, trauma and hospital center, outpatient ambulatory surgery center, and outpatient clinics. PARTICIPANTS Twenty otolaryngology residents, four from each class. METHODS Residents identified four milestones from otology-related sub-competencies to achieve in a 3-month rotation via an ILP. During the same rotation, the residents sat for the OTE, and their overall and otology scores were analyzed. MAIN OUTCOME MEASURES Completion of an ILP before and at the end of the rotation, self-reported achievement of otology milestones, and OTE score components including total percent correct, scaled score, group stanine, national stanine, and residency group weighted scores. RESULTS Group stanine OTE otology scores were higher for those residents who completed pre- and post-rotation ILPs compared with those who did not, 4.0 (±0.348) versus 2.75 (±0.453), respectively (p = 0.04). Residents who self-reported achieving all four otology milestones had significantly higher otology group stanine scores than the residents who achieved less, 4.1 (±0.348) versus 2.9 ± 0.433, respectively (p = 0.045). Residents who performed well in their PGY program cohort on the otology OTE 1 year were less inclined to complete an ILP for otology in the subsequent year (Pearson correlation -0.528, p = 0.035). CONCLUSION In the otology subspecialty, residents who completed ILPs scored better on OTE examinations independent of resident class. Consequently, programs may find ILPs useful in other otolaryngology subspecialties and across residencies.
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Larsen DP. Expanding the definition of learning: from self to social to system. MEDICAL EDUCATION 2019; 53:539-542. [PMID: 31025769 DOI: 10.1111/medu.13893] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/14/2023]
Affiliation(s)
- Douglas P Larsen
- Neurology, Washington University in St. Louis, St. Louis, Missouri, USA
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van Houten‐Schat MA, Berkhout JJ, van Dijk N, Endedijk MD, Jaarsma ADC, Diemers AD. Self-regulated learning in the clinical context: a systematic review. MEDICAL EDUCATION 2018; 52:1008-1015. [PMID: 29943415 PMCID: PMC6175376 DOI: 10.1111/medu.13615] [Citation(s) in RCA: 99] [Impact Index Per Article: 16.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/26/2017] [Revised: 01/29/2018] [Accepted: 04/05/2018] [Indexed: 05/09/2023]
Abstract
OBJECTIVES Research has suggested beneficial effects of self-regulated learning (SRL) for medical students' and residents' workplace-based learning. Ideally, learners go through a cyclic process of setting learning goals, choosing learning strategies and assessing progress towards goals. A clear overview of medical students' and residents' successful key strategies, influential factors and effective interventions to stimulate SRL in the workplace is missing. This systematic review aims to provide an overview of and a theoretical base for effective SRL strategies of medical students and residents for their learning in the clinical context. METHODS This systematic review was conducted according to the guidelines of the Association for Medical Education in Europe. We systematically searched PubMed, EMBASE, Web of Science, PsycINFO, ERIC and the Cochrane Library from January 1992 to July 2016. Qualitative and quantitative studies were included. Two reviewers independently performed the review process and assessed the methodological quality of included studies. A total of 3341 publications were initially identified and 18 were included in the review. RESULTS We found diversity in the use of SRL strategies by medical students and residents, which is linked to individual (goal setting), contextual (time pressure, patient care and supervision) and social (supervisors and peers) factors. Three types of intervention were identified (coaching, learning plans and supportive tools). However, all interventions focused on goal setting and monitoring and none on supporting self-evaluation. CONCLUSIONS Self-regulated learning in the clinical environment is a complex process that results from an interaction between person and context. Future research should focus on unravelling the process of SRL in the clinical context and specifically on how medical students and residents assess their progress towards goals.
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Affiliation(s)
- Maaike A van Houten‐Schat
- Department of General Practice and Elderly Care MedicineUniversity Medical Centre GroningenUniversity of GroningenGroningenthe Netherlands
- Centre for Research and Innovation in Medical EducationUniversity Medical Centre GroningenUniversity of GroningenGroningenthe Netherlands
| | - Joris J Berkhout
- Centre for Evidence‐Based EducationAcademic Medical CentreUniversity of AmsterdamAmsterdamthe Netherlands
| | - Nynke van Dijk
- Department of General PracticeAcademic Medical CentreUniversity of AmsterdamAmsterdamthe Netherlands
| | - Maaike D Endedijk
- Department of Educational SciencesFaculty of Behavioural, Management and Social SciencesUniversity of TwenteEnschedethe Netherlands
| | - A Debbie C Jaarsma
- Centre for Research and Innovation in Medical EducationUniversity Medical Centre GroningenUniversity of GroningenGroningenthe Netherlands
| | - Agnes D Diemers
- Department of General Practice and Elderly Care MedicineUniversity Medical Centre GroningenUniversity of GroningenGroningenthe Netherlands
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Jeong D, Presseau J, ElChamaa R, Naumann DN, Mascaro C, Luconi F, Smith KM, Kitto S. Barriers and Facilitators to Self-Directed Learning in Continuing Professional Development for Physicians in Canada: A Scoping Review. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2018; 93:1245-1254. [PMID: 29642101 PMCID: PMC6092094 DOI: 10.1097/acm.0000000000002237] [Citation(s) in RCA: 35] [Impact Index Per Article: 5.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
PURPOSE This scoping review explored the barriers and facilitators that influence engagement in and implementation of self-directed learning (SDL) in continuing professional development (CPD) for physicians in Canada. METHOD This review followed the six-stage scoping review framework of Arksey and O'Malley and of Daudt et al. In 2015, the authors searched eight online databases for English-language Canadian articles published January 2005-December 2015. To chart and analyze data from the 17 included studies, they employed a two-step analysis process composed of conventional content analysis followed by directed coding applying the Theoretical Domains Framework (TDF). RESULTS Conventional content analysis generated five categories of barriers and facilitators: individual, program, technological, environmental, and workplace/organizational. Directed coding guided by the TDF allowed analysis of barriers and facilitators to behavior change according to two key groups: physicians engaging in SDL, and SDL developers designing and implementing SDL programs. Of the 318 total barriers and facilitators coded, 290 (91.2%) were coded for physicians and 28 (8.8%) for SDL developers. The majority (209; 65.7%) were coded in four key TDF domains: environmental context and resources, social influences, beliefs about consequences, and behavioral regulation. CONCLUSIONS This scoping review identified five categories of barriers and facilitators in the literature and four key TDF domains where most factors related to behavior change of physicians and SDL developers regarding SDL programs in CPD were coded. There was a significant gap in the literature about factors that may contribute to SDL developers' capacity to design and implement SDL programs in CPD.
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Affiliation(s)
- Dahn Jeong
- D. Jeong is a research associate, Department of Innovation in Medical Education and Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Justin Presseau
- J. Presseau is a scientist, Clinical Epidemiology Program, Ottawa Hospital Research Institute, and assistant professor, School of Epidemiology and Public Health and School of Psychology, University of Ottawa, Ottawa, Ontario, Canada
| | - Rima ElChamaa
- R. ElChamaa is a research associate, Department of Innovation in Medical Education and Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada
| | - Danielle N. Naumann
- D.N. Naumann is a research associate, Continuing Professional Development, and doctorate candidate, Faculty of Health Sciences, Queen’s University, Kingston, Ontario, Canada
| | - Colin Mascaro
- C. Mascaro is a fourth-year resident, Department of Physical Medicine and Rehabilitation, School of Medicine, Queen’s University, Kingston, Ontario, Canada
| | - Francesca Luconi
- F. Luconi is assistant dean, Continuing Professional Development, Faculty of Medicine, McGill University, Montreal, Quebec, Canada
| | - Karen M. Smith
- K.M. Smith is associate dean, Continuing Professional Development, Faculty of Health Sciences, Queen’s University, Kingston, Ontario, Canada
| | - Simon Kitto
- S. Kitto is professor, Department of Innovation in Medical Education and the Faculty of Education, and director of research, Office of Continuing Professional Development, Faculty of Medicine, University of Ottawa, Ottawa, Ontario, Canada; and assistant professor, Department of Surgery, University of Toronto, Toronto, Ontario, Canada
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Aghera A, Emery M, Bounds R, Bush C, Stansfield RB, Gillett B, Santen SA. A Randomized Trial of SMART Goal Enhanced Debriefing after Simulation to Promote Educational Actions. West J Emerg Med 2017; 19:112-120. [PMID: 29383065 PMCID: PMC5785177 DOI: 10.5811/westjem.2017.11.36524] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2017] [Revised: 11/07/2017] [Accepted: 11/27/2017] [Indexed: 01/08/2023] Open
Abstract
Introduction Goal setting is used in education to promote learning and performance. Debriefing after clinical scenario-based simulation is a well-established practice that provides learners a defined structure to review and improve performance. Our objective was to integrate formal learning goal generation, using the SMART framework (Specific, Measurable, Attainable, Realistic, and Time-bound), into standard debriefing processes (i.e., “SMART Goal Enhanced Debriefing”) and subsequently measure the impact on the development of learning goals and execution of educational actions. Methods This was a prospective multicenter randomized controlled study of 80 emergency medicine residents at three academic hospitals comparing the effectiveness of SMART Goal Enhanced Debriefing to a standard debriefing. Residents were block randomized on a rolling basis following a simulation case. SMART Goal Enhanced Debriefing included five minutes of formal instruction on the development of SMART learning goals during the summary/application phase of the debrief. Outcome measures included the number of recalled learning goals, self-reported executed educational actions, and quality of each learning goal and educational action after a two-week follow-up period. Results The mean number of reported learning goals was similar in the standard debriefing group (mean 2.05 goals, SD 1.13, n=37 residents), and in the SMART Goal Enhanced Debriefing group (mean 1.93, SD 0.96, n=43), with no difference in learning goal quality. Residents receiving SMART Goal Enhanced Debriefing completed more educational actions on average (Control group actions completed 0.97 (SD 0.87), SMART debrief group 1.44 (SD 1.03) p=0.03). Conclusion The number and quality of learning goals reported by residents was not improved as a result of SMART Goal Enhanced Debriefing. Residents did, however, execute more educational actions, which is consistent with the overarching intent of any educational intervention.
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Affiliation(s)
- Amish Aghera
- Maimonides Medical Center, Department of Emergency Medicine, Brooklyn, New York
| | - Matt Emery
- Michigan State University College of Human Medicine, Spectrum Health Emergency Medicine Residency, Grand Rapids, Michigan
| | - Richard Bounds
- University of Vermont Medical Center, Division of Emergency Medicine, Department of Surgery, Burlington, Vermont
| | - Colleen Bush
- Michigan State University College of Human Medicine, Spectrum Health Emergency Medicine Residency, Grand Rapids, Michigan
| | | | - Brian Gillett
- Maimonides Medical Center, Department of Emergency Medicine, Brooklyn, New York
| | - Sally A Santen
- Virginia Commonwealth University School of Medicine, Richmond, Virginia
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Larsen DP. Translating Intentions Into Actions: A Missing Piece of the Puzzle in Improving Residents' Self-Regulated Learning. J Grad Med Educ 2017; 9:458-460. [PMID: 28824758 PMCID: PMC5559240 DOI: 10.4300/jgme-d-17-00357.1] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022] Open
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Larsen DP, Wesevich A, Lichtenfeld J, Artino AR, Brydges R, Varpio L. Tying knots: an activity theory analysis of student learning goals in clinical education. MEDICAL EDUCATION 2017; 51:687-698. [PMID: 28401571 DOI: 10.1111/medu.13295] [Citation(s) in RCA: 34] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/30/2016] [Revised: 09/22/2016] [Accepted: 01/23/2017] [Indexed: 06/07/2023]
Abstract
CONTEXT Learning goal programmes are often created to help students develop self-regulated learning skills; however, these programmes do not necessarily consider the social contexts surrounding learning goals or how they fit into daily educational practice. OBJECTIVES We investigated a high-frequency learning goal programme in which students generated and shared weekly learning goals with their clinical teams in core Year 3 clerkships. Our study explores: (i) how learning goals were incorporated into the clinical work, and (ii) the factors that influenced the use of students' learning goals in work-based learning. METHODS We conducted semi-structured interviews with 14 students and 14 supervisors (attending physicians and residents) sampled from all participating core clerkships. Interviews were coded for emerging themes. Using cultural historical activity theory and knotworking as theoretical lenses, we developed a model of the factors that influenced students' learning goal usage in a work-based learning context. RESULTS Students and supervisors often faced the challenge of reconciling contradictions that arose when the desired outcomes of student skill development, grading and patient care were not aligned. Learning goals could function as tools for developing new ways of acting that overcame those contradictions by facilitating collaborative effort between students and their supervisors. However, for new collaborations to take place, both students and supervisors had to engage with the goals, and the necessary patients needed to be present. When any one part of the system did not converge around the learning goals, the impact of the learning goals programme was limited. CONCLUSIONS Learning goals are potentially powerful tools to mediate interactions between students, supervisors and patients, and to reconcile contradictions in work-based learning environments. Learning goals provide a means to develop not only learners, but also learning systems.
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Affiliation(s)
- Douglas P Larsen
- Department of Neurology, School of Medicine, Washington University in St Louis, St Louis, Missouri, USA
| | - Austin Wesevich
- School of Medicine, Washington University in St Louis, St Louis, Missouri, USA
| | - Jana Lichtenfeld
- Department of Pediatrics, School of Medicine, Washington University in St. Louis, St. Louis, Missouri, USA
| | - Antony R Artino
- Division of Health Professions Education, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
| | - Ryan Brydges
- Department of Medicine & The Wilson Centre, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada
| | - Lara Varpio
- Division of Health Professions Education, Department of Medicine, Uniformed Services University of the Health Sciences, Bethesda, Maryland, USA
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Larsen DP, Naismith RT, Margolis M. High-Frequency Learning Goals: Using Self-Regulated Learning to Influence Day-to-Day Practice in Clinical Education. TEACHING AND LEARNING IN MEDICINE 2017; 29:93-100. [PMID: 27813672 DOI: 10.1080/10401334.2016.1230501] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
PROBLEM Although self-regulated learning (SRL) is considered a fundamental skill that must be developed in physician training, many programs of SRL utilize learning goals that are generated only at the beginning of learning experiences or are widely spaced apart in time. These goals are often not formally shared with those actually working with the learner in the clinical setting. INTERVENTION We developed a program of written, student-generated weekly learning goals in which students focused on processes of becoming better doctors for their patients. These goals were shared at the beginning of each week with students' clinical teams for feedback and incorporation into the work. CONTEXT The weekly learning goals program was developed and implemented as part of a required 3rd-year neurology clerkship. At the end of each 4-week clerkship, students were asked to evaluate the program through an anonymous electronic survey utilizing quantitative and open-ended qualitative questions. OUTCOME Seventy-six of 82 students completed the evaluation survey (93% response rate). Eighty-six percent reported that the weekly learning goals increased their awareness of their thoughts and actions. Seventy-eight percent reported that the learning goals helped to improve their clinical performance to some degree, and 57% reported that the learning goals increased their focus on patient care. Students described a greater sense of focus on self-assessment and accountability from their goals. Students often commented that engagement from attendings and residents regarding their goals was a key element for successful learning from their goals. LESSONS LEARNED Student-generated weekly learning goals on a neurology clerkship appear to be an effective method to operationalize SRL. For most students, the frequency of the goals allowed for close self-monitoring, and the act of sharing goals with the team opened a new avenue for dialogue between students and their supervisors.
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Affiliation(s)
- Douglas P Larsen
- a Department of Neurology , Washington University in St. Louis School of Medicine , St. Louis , Missouri , USA
| | - Robert T Naismith
- a Department of Neurology , Washington University in St. Louis School of Medicine , St. Louis , Missouri , USA
| | - Mathew Margolis
- b Washington University in St. Louis School of Medicine , St. Louis , Missouri , USA
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Garth B, Kirby C, Silberberg P, Brown J. Utility of learning plans in general practice vocational training: a mixed-methods national study of registrar, supervisor, and educator perspectives. BMC MEDICAL EDUCATION 2016; 16:211. [PMID: 27542356 PMCID: PMC4992211 DOI: 10.1186/s12909-016-0736-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2016] [Accepted: 08/12/2016] [Indexed: 05/16/2023]
Abstract
BACKGROUND Learning plans are a compulsory component of the training and assessment requirements of general practice (GP) registrars in Australia. There is a small but growing number of studies reporting that learning plans are not well accepted or utilised in general practice training. There is a lack of research examining this apparent contradiction. The aim of this study was to examine use and perceived utility of formal learning plans in GP vocational training. METHODS This mixed-method Australian national research project utilised online learning plan usage data from 208 GP registrars and semi-structured focus groups and telephone interviews with 35 GP registrars, 12 recently fellowed GPs, 16 supervisors and 17 medical educators across three Regional Training Providers (RTPs). Qualitative data were analysed thematically using template analysis. RESULTS Learning plans were used mostly as a log of activities rather than as a planning tool. Most learning needs were entered and ticked off as complete on the same day. Learning plans were perceived as having little value for registrars in their journey to becoming a competent GP, and as a bureaucratic hurdle serving as a distraction rather than an aid to learning. The process of learning planning was valued more so than the documentation of learning planning. CONCLUSIONS This study provides creditable evidence that mandated learning plans are broadly considered by users to be a bureaucratic impediment with little value as a learning tool. It is more important to support registrars in planning their learning than to enforce documentation of this process in a learning plan. If learning planning is to be an assessed competence, methods of assessment other than the submission of a formal learning plan should be explored.
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Affiliation(s)
- Belinda Garth
- Southern General Practice Training (Eastern Victoria GP Training), 50 Northways Road, Churchill, Victoria, 3842 Australia
- School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Australia
| | - Catherine Kirby
- Southern General Practice Training (Eastern Victoria GP Training), 50 Northways Road, Churchill, Victoria, 3842 Australia
- School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Australia
| | | | - James Brown
- Southern General Practice Training (Eastern Victoria GP Training), 50 Northways Road, Churchill, Victoria, 3842 Australia
- School of Rural Health, Faculty of Medicine, Nursing and Health Sciences, Monash University, Victoria, Australia
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Kuzma N, Skuby S, Souder E, Cruz M, Dickinson B, Spector N, Calaman S. Reflect, Advise, Plan: Faculty-Facilitated Peer-Group Mentoring to Optimize Individualized Learning Plans. Acad Pediatr 2016; 16:503-7. [PMID: 27312278 DOI: 10.1016/j.acap.2016.06.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/04/2016] [Accepted: 06/06/2016] [Indexed: 11/17/2022]
Affiliation(s)
- Nicholas Kuzma
- Department of Pediatrics, Drexel University College of Medicine, St Christopher's Hospital for Children, Philadelphia, Pa.
| | - Stephanie Skuby
- Department of Pediatrics, Drexel University College of Medicine, St Christopher's Hospital for Children, Philadelphia, Pa
| | - Emily Souder
- Department of Pediatrics, Drexel University College of Medicine, St Christopher's Hospital for Children, Philadelphia, Pa
| | - Mario Cruz
- Department of Pediatrics, Drexel University College of Medicine, St Christopher's Hospital for Children, Philadelphia, Pa
| | - Blair Dickinson
- Department of Pediatrics, Drexel University College of Medicine, St Christopher's Hospital for Children, Philadelphia, Pa
| | - Nancy Spector
- Department of Pediatrics, Drexel University College of Medicine, St Christopher's Hospital for Children, Philadelphia, Pa
| | - Sharon Calaman
- Department of Pediatrics, Drexel University College of Medicine, St Christopher's Hospital for Children, Philadelphia, Pa
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Lockspeiser TM, Li STT, Burke AE, Rosenberg AA, Dunbar AE, Gifford KA, Gorman GH, Mahan JD, McKenna MP, Reed S, Schwartz A, Harris I, Hanson JL. In Pursuit of Meaningful Use of Learning Goals in Residency: A Qualitative Study of Pediatric Residents. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2016; 91:839-46. [PMID: 26630605 DOI: 10.1097/acm.0000000000001015] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
PURPOSE Medical education aims to equip physicians for lifelong learning, an objective supported by the conceptual framework of self-regulated learning (SRL). Learning goals have been used to develop SRL skills in learners across the medical education continuum. This study's purpose was to elicit residents' perspectives on learning goal use and to develop explanations suggesting how aspects of the learning environment may facilitate or hinder the meaningful use of learning goals in residency. METHOD Resident focus groups and program director interviews were conducted in 2012-2013, audio-recorded, and transcribed. Programs were selected to maximize diversity of size, geographic location, type of program, and current use of learning goals. Data were analyzed using the constant comparative method associated with grounded theory. Further analysis compared themes frequently occurring together to strengthen the understanding of relationships between the themes. Through iterative discussions, investigators built a grounded theory. RESULTS Ninety-five third-year residents and 12 program directors at 12 pediatric residency programs participated. The analysis identified 21 subthemes grouped into 5 themes: program support, faculty roles, goal characteristics and purposes, resident attributes, and accountability and goal follow-through. Review of relationships between the themes revealed a pyramid of support with program support as the foundation that facilitates the layers above it, leading to goal follow-through. CONCLUSIONS Program support facilitates each step of the SRL process that leads to meaningful use of learning goals in residency. A strong foundation of program support should include attention to aspects of the implicit curriculum as well as the explicit curriculum.
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Affiliation(s)
- Tai M Lockspeiser
- T.M. Lockspeiser is assistant professor, Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado. S.T. Li is associate professor, vice chair of education, and pediatric residency program director, Department of Pediatrics, University of California Davis, Sacramento, California. A.E. Burke is associate professor and residency program director, Department of Pediatrics, Wright State University Boonshoft School of Medicine, Dayton, Ohio. A.A. Rosenberg is professor and director, Pediatric Residency Program, Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado. A.E. Dunbar III is program director, Pediatric Residency Program, Our Lady of the Lake Regional Medical Center, Baton Rouge, Louisiana. K.A. Gifford is assistant professor and pediatric residency program director, Department of Pediatrics, Geisel School of Medicine at Dartmouth, Hanover, New Hampshire. G.H. Gorman is associate professor and pediatrics residency program director, Department of Pediatrics, Uniformed Services University of the Health Sciences, Bethesda, Maryland. J.D. Mahan is professor, vice chair for education, and pediatric residency program director, Department of Pediatrics, Nationwide Children's Hospital/Ohio State University College of Medicine, Columbus, Ohio. M.P. McKenna is director of career mentoring and associate pediatric program director, Indiana University School of Medicine, Indianapolis, Indiana. S. Reed is assistant professor and pediatric residency associate program director, Department of Pediatrics, Nationwide Children's Hospital/Ohio State University College of Medicine, Columbus, Ohio. A. Schwartz is professor and associate head, Department of Medical Education, and research professor, Department of Pediatrics, University of Illinois at Chicago, Chicago, Illinois. I. Harris is professor, head, and director of graduate studies, Department of Medical Education, University of Illinois College of Medicine, Chicago, Il
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Practical Suggestions for the Creation and Use of Meaningful Learning Goals in Graduate Medical Education. Acad Pediatr 2016; 16:20-4. [PMID: 26505125 DOI: 10.1016/j.acap.2015.10.005] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/21/2015] [Accepted: 10/21/2015] [Indexed: 11/22/2022]
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Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals. Acad Pediatr 2015; 15:367-73. [PMID: 26142068 DOI: 10.1016/j.acap.2015.01.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/14/2014] [Revised: 12/20/2014] [Accepted: 01/03/2015] [Indexed: 12/27/2022]
Abstract
OBJECTIVE To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. METHODS Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. RESULTS A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. CONCLUSIONS Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency.
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Lockspeiser TM, Schmitter PA, Lane JL, Hanson JL, Rosenberg AA, Park YS. Assessing residents' written learning goals and goal writing skill: validity evidence for the learning goal scoring rubric. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2013; 88:1558-1563. [PMID: 23969364 DOI: 10.1097/acm.0b013e3182a352e6] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
PURPOSE To provide validity evidence for use of the Learning Goal Scoring Rubric to assess the quality of written learning goals and residents' goal writing skills. METHOD This two-part study used the rubric to assess University of Colorado third-year pediatric residents' written learning goals to obtain validity evidence. In study 1, five raters independently scored 48 goals written in 2010-2011 and 2011-2012 by 48 residents, who also responded to the Jefferson Scale of Physician Lifelong Learning (JeffSPLL). In study 2, two raters independently scored 48 goals written in 2011-2012 by 12 residents. Intraclass correlation coefficients (ICCs) assessed rater agreement to provide evidence for response process. Generalizability theory assessed internal structure. Independent-samples Mann-Whitney U tests and correlations assessed relationship to other variables. Content was matched to published literature and instructional methods. RESULTS The ICC was 0.71 for the overall rubric. In study 1, where the generalizability study's (G study's) object of measurement was learning goals, the phi coefficient was 0.867. In study 2, where the G study's object of measurement was the resident (goal writing skill), the phi coefficient was 0.751. The total mean score of residents with goal writing training was significantly higher than that of those without (7.54 versus 4.98, P < .001). Correlation between goal quality and JeffSPLL score was not significant. Investigators agreed that the content matched the published literature and instructional methods. CONCLUSIONS Preliminary validity evidence indicates that this scoring rubric can assess learning goal quality and goal writing skill.
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Affiliation(s)
- Tai M Lockspeiser
- Dr. Lockspeiser is assistant professor, Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado. Ms. Schmitter is program manager for medical education, Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado. Dr. Lane is professor and vice chair for medical education, Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado. Dr. Hanson is professor and director of medical education research and development, Departments of Pediatrics and Family Medicine, University of Colorado School of Medicine, Aurora, Colorado. Dr. Rosenberg is professor and director, Pediatric Residency Program, Department of Pediatrics, University of Colorado School of Medicine, Aurora, Colorado. Dr. Park is assistant professor, Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, Illinois
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Shepard ME, Sastre EA, Davidson MA, Fleming AE. Use of individualized learning plans among fourth-year sub-interns in pediatrics and internal medicine. MEDICAL TEACHER 2012; 34:e46-51. [PMID: 22250694 DOI: 10.3109/0142159x.2012.638013] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/25/2023]
Abstract
BACKGROUND Individualized Learning Plans (ILPs) are an effective tool for promoting self-directed learning among residents. However, no literature details ILP use among medical students. METHODS Fifty fourth-year sub-interns in pediatrics and internal medicine created ILPs, including a self-assessment of strengths and weaknesses based on ACGME core competencies and the setting of learning objectives. During weekly follow-up meetings with faculty mentors and peers, students discussed challenges and revised goals. Upon completion of the rotation, students completed a survey of Likert-scale questions addressing satisfaction with and perceived utility of ILP components. RESULTS Students most often self-identified strengths in the areas of Professionalism and Interpersonal and Communication Skills and weaknesses in Patient Care and Systems-Based Practice. Eighty-two percent set at least one learning objective in an identified area of weakness. Students expressed high confidence in their abilities to create achievable learning objectives and to generate strategies to meet those objectives. Students agreed that discussions during group meetings were meaningful, and they identified the setting learning objectives and weekly meetings as the most important elements of the exercise. CONCLUSIONS Fourth-year sub-interns reported that ILPs helped them to accomplish rotation goals, with the setting of learning objectives and weekly discussions being the most useful elements.
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Smith SJ, Kakarala RR, Talluri SK, Sud P, Parboosingh J. Internal medicine residents' acceptance of self-directed learning plans at the point of care. J Grad Med Educ 2011; 3:425-8. [PMID: 22942979 PMCID: PMC3179229 DOI: 10.4300/jgme-03-03-30] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/12/2010] [Revised: 12/28/2010] [Accepted: 01/10/2011] [Indexed: 11/06/2022] Open
Abstract
OBJECTIVES We implemented a curriculum using self-directed learning plans (SDLPs) based on clinical questions arising from the residents' practice, and we report on perceptions and attitudes from residents in internal medicine regarding the use of SDLPs conceived at point of care. METHODS Internal medicine residents at a single community hospital in the Midwest were surveyed in 2006 regarding SDLPs. We report their perceived effectiveness in identifying knowledge gaps, the processes used to fill those gaps, and the resident outcomes using descriptive statistics. RESULTS A total of 26 out of 37 residents (70%) responded. Most (24 of 26; 92%) perceived SDLPs helped them to identify and fill knowledge gaps and that their skills in framing questions (23 of 26; 88%), identifying resources (21 of 26; 81%), and critically appraising the evidence (20 of 26; 77%) improved through regular use. They also felt these plans led to a meaningful change in their practice or provided further direction for learning (17 of 26; 65%). Most (21 of 26; 81%) reported their intent to include point-of-care learning in their continuing education after residency. We found no significant differences in the responses of first-year compared with second- or third-year residents. CONCLUSIONS Questions arising during patient care are strong motivators for physician self-directed learning. The residents' responses indicated that they accepted the SDLPs and intend to use them in practice. Embedding the discussion of the SDLPs in preclinic conferences has ensured sustainability during the past 5 years and has enabled us to demonstrate teaching of practice-based learning and improvement.
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Affiliation(s)
- Susan J Smith
- Corresponding author: Susan J. Smith, MD, Department of Internal Medicine, 401 S, Ballenger Hwy, Flint, Michigan, 48532, 810.342.2063,
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Affiliation(s)
- Su-Ting T Li
- Department of Pediatrics, University of California, Davis, Sacramento, Calif, USA.
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Li STT, Tancredi DJ, Co JPT, West DC. Factors associated with successful self-directed learning using individualized learning plans during pediatric residency. Acad Pediatr 2010; 10:124-30. [PMID: 20206911 DOI: 10.1016/j.acap.2009.12.007] [Citation(s) in RCA: 52] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2009] [Revised: 12/30/2009] [Accepted: 12/31/2009] [Indexed: 10/19/2022]
Abstract
OBJECTIVE The aim of this study was to determine whether resident or program characteristics are associated with effective self-directed learning of residents. METHODS A cross-sectional survey of pediatric and medicine/pediatric residents and program directors from a nationally representative sample of residency programs was conducted. Self-directed learning efficacy was measured by resident-reported progress on learning goals from their most recent individualized learning plan (ILP). Multilevel linear regression models were used to analyze the relationship between learner and program characteristics and self-directed learning efficacy of residents. RESULTS All program directors of participating programs (N = 46) completed the survey; the response rate from residents was 57% (992/1739). At the time of the survey, 78% of residents had previously written an ILP. Most residents achieved moderate self-directed learning efficacy. The most important factors associated with greater self-directed learning efficacy included using a system to track one's own progress in achieving learning goals, higher score on a propensity toward lifelong learning scale, and reporting greater confidence in self-directed learning abilities. Program characteristics, including program-level support for ILPs, had little or mixed association with resident self-directed learning efficacy. CONCLUSIONS The most important factors associated with effective self-directed learning were resident characteristics. Our findings imply that residency programs should invest their limited resources in curricula that help residents develop measurable goals and systems for tracking progress toward goal attainment. Since propensity toward lifelong learning was an important factor, medical schools and residency training programs should enhance their efforts to develop this characteristic in learners.
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Affiliation(s)
- Su-Ting T Li
- Department of Pediatrics, University of California, Davis, Sacramento, California 95817, USA.
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Li STT, Favreau MA, West DC. Pediatric resident and faculty attitudes toward self-assessment and self-directed learning: a cross-sectional study. BMC MEDICAL EDUCATION 2009; 9:16. [PMID: 19364401 PMCID: PMC2673219 DOI: 10.1186/1472-6920-9-16] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/29/2008] [Accepted: 04/13/2009] [Indexed: 05/15/2023]
Abstract
BACKGROUND The development of self-assessment and self-directed learning skills is essential to lifelong learning and becoming an effective physician. Pediatric residents in the United States are now required to use Individualized Learning Plans (ILPs) to document self-assessment and self-directed learning. A better understanding of resident and faculty attitudes and skills about self-assessment and self-directed learning will allow more successful integration of lifelong learning into residency education. The objective of this study was to compare faculty and resident attitudes, knowledge and skills about self-assessment, self-directed learning and ILPs. METHODS Survey of pediatric residents and faculty at a single institution. Respondents rated their attitudes, knowledge, and self-perceived skills surrounding self-assessment, self-directed learning and ILPs. RESULTS Overall survey response rate was 81% (79/97); 100% (36/36) residents and 70% (43/61) faculty. Residents and faculty agreed that lifelong learning is a necessary part of being a physician. Both groups were comfortable with assessing their own strengths and weaknesses and developing specific goals to improve their own performance. However, residents were less likely than faculty to continuously assess their own performance (44% vs. 81%; p < 0.001) or continuously direct their own learning (53% vs. 86%; p < 0.001). Residents were more likely than faculty to believe that residents should be primarily responsible for directing their own learning (64% vs. 19%; p < 0.0001), but at the same time, more residents believed that assigned clinical (31% vs. 0%; p < 0.0001) or curricular (31% vs. 0%; p < 0.0001) experiences were sufficient to make them competent physicians. Interns were less likely than senior residents to have a good understanding of how to assess their own skills (8% vs. 58%; p = 0.004) or what it means to be a self-directed learner (50% vs. 83%; p = 0.04).Qualitative comments indicated that while ILPs have the potential to help learners develop individualized, goal-directed learning plans based on strengths and weaknesses, successful implementation will require dedicated time and resident and faculty development. CONCLUSION These findings suggest that training and experience are necessary for physicians to understand the role of self-directed learning in education. Deliberate practice, for example by requiring residents to use ILPs, may facilitate self-directed, lifelong learning.
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Affiliation(s)
- Su-Ting T Li
- Department of Pediatrics, University of California Davis, Sacramento, California, USA
| | - Michele A Favreau
- Office of the Dean, University of California Davis, Sacramento, California, USA
| | - Daniel C West
- Department of Pediatrics, University of California San Francisco, San Francisco, California, USA
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Murad MH, Varkey P. Self-directed Learning in Health Professions Education. ANNALS OF THE ACADEMY OF MEDICINE, SINGAPORE 2008. [DOI: 10.47102/annals-acadmedsg.v37n7p580] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/09/2023]
Abstract
Introduction: Self-directed learning has been recommended as a promising methodology for lifelong learning in medicine. However, the concept of self-directed learning continues to be elusive, with students and educators finding difficulty in defining it and agreeing on its worth.
Methods: In this paper we review the literature of self-directed learning in health professions education and present a framework based on Malcolm Knowles’ key components of self-directed learning.
Results: The key components of self-directed learning are: the educator as a facilitator, identification of learning needs, development of learning objectives, identification of appropriate resources, implementation of the process, commitment to a learning contract and evaluation of learning. Several but not all of these components are often described in the published literature.
Conclusion: Although the presented framework provides some consistency for educators interested in applying SDL methods, future studies are needed to standardise self-directed learning curricula and to determine the effectiveness of these components on educational outcomes.
Key words: Independent study, Medical education, Self-assessment, Self-directed learning, Selfeducation
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Affiliation(s)
- M Hassan Murad
- Mayo Clinic College of Medicine, Rochester, Minnesota, USA
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Deitte L. Learning portfolios in radiology residency education: how do I get started? J Am Coll Radiol 2008; 5:664-9. [PMID: 18442773 DOI: 10.1016/j.jacr.2007.10.017] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/27/2007] [Indexed: 11/27/2022]
Abstract
As medical education and continuous professional development shift toward an outcomes-based model, there is increasing focus on the documentation of physician self-assessment and a commitment to lifelong learning. The Accreditation Council for Graduate Medical Education is helping prepare trainees for these changes by increasing the focus of graduate medical education on outcomes through the development of the 6 competencies. As part of this process, the learning portfolio is a new component of the Accreditation Council for Graduate Medical Education radiology residency program requirements. The purpose of this article is to familiarize the reader with the role of portfolios in medical education and to discuss strategies for the implementation of learning portfolios in a residency education program.
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Affiliation(s)
- Lori Deitte
- University of Florida-Jacksonville, Health Science Center, Jacksonville, Florida 32610, USA.
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Perrin JM. Letter from the editor strengthening residency education in pediatrics. AMBULATORY PEDIATRICS : THE OFFICIAL JOURNAL OF THE AMBULATORY PEDIATRIC ASSOCIATION 2005; 5:261-2. [PMID: 16167847 DOI: 10.1367/1539-4409(2005)5[261:lftesr]2.0.co;2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/04/2023]
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