scholarly journals Implementation of a Monthly Individualized Learning Plan with Emergency Medicine Residents

2021 ◽  
Author(s):  
Leila P Getto ◽  
Joshua Drake ◽  
Alyssa Kern ◽  
Jenna Fredette
Keyword(s):  
Emergency Medicine ◽  
Individualized Learning ◽  
Learning Plan

scholarly journals Self-Assessment on the Competencies and Reported Improvement Priorities for Pediatrics Residents

2012 ◽  
Vol 4 (4) ◽  
pp. 445-453 ◽  
Author(s):  
Su-Ting T. Li ◽  
Daniel J. Tancredi ◽  
Ann E. Burke ◽  
Ann Guillot ◽  
Susan Guralnick ◽  
...  
Keyword(s):  
Core Competencies ◽  
Medical Knowledge ◽  
Self Directed Learning ◽  
Self Assessment ◽  
Cross Sectional ◽  
Individualized Learning ◽  
Learning Plan ◽  
Directed Learning ◽  
Level Of Training ◽  
Sectional Analysis

Abstract Background Self-assessment and self-directed learning are essential to becoming an effective physician. Objective To identify factors associated with resident self-assessment on the competencies, and to determine whether residents chose areas of self-assessed relative weakness as areas for improvement in their Individualized Learning Plan (ILP). Methods We performed a cross-sectional analysis of the American Academy of Pediatrics' PediaLink ILP database. Pediatrics residents self-assessed their competency in the 6 Accreditation Council for Graduate Medical Education competencies using a color-coded slider scale with end anchors “novice” and “proficient” (0–100), and then chose at least 1 competency to improve. Multivariate regression explored the relationship between overall confidence in core competencies, sex, level of training, and degree (MD or DO) status. Correlation examined whether residents chose to improve competencies in which they rated themselves as lower. Results A total of 4167 residents completed an ILP in academic year 2009–2010, with residents' ratings improving from advanced beginner (48 on a 0–100 scale) in postgraduate year-1 residents (PGY-1s) to competent (75) in PGY-3s. Residents rated themselves as most competent in professionalism (mean, 75.3) and least competent in medical knowledge (mean, 55.8) and systems-based practice (mean, 55.2). In the adjusted regression model, residents' competency ratings increased by level of training and whether they were men. In PGY-3s, there was no difference between men and women. Residents selected areas for improvement that correlated to competencies where they had rated themselves lower (P < .01). Conclusion Residents' self-assessment of their competencies increased by level of training, although residents rated themselves as least competent in medical knowledge and systems-based practice, even as PGY-3s. Residents tended to choose subcompetencies, which they rated as lower to focus on improving.

scholarly journals Impact of individualized learning plans on United States senior medical students advanced clinical rotations

2016 ◽  
Vol 13 ◽  
pp. 39 ◽  
Author(s):  
Amalia Guardiola ◽  
Michelle S. Barratt ◽  
Emma A. Omoruyi
Keyword(s):  
United States ◽  
Medical Students ◽  
Learning Experience ◽  
Learning Goals ◽  
Advanced Practice ◽  
Self Directed Learning ◽  
School Students ◽  
Individualized Learning ◽  
Faculty Knowledge ◽  
Learning Plan

The individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We conducted a survey of graduating medical students that contained both quantitative and open-ended questions regarding the students’ experiences with the ILP during their advanced practice clerkship from July 2014 to March 2016. We systematically identified and compiled themes among the qualitative responses. Responses from 294 out of 460 subjects were included for analysis (63.9%). Ninety students (30.6%) reported that the ILP was definitely reviewed at the midpoint and 88 (29.9%) at the final evaluation. One hundred sixty one students (54.8%) felt the ILP provided a framework for learning. One hundred sixty one students (61.6%) felt it was a useful tool in helping open a discussion between the student and faculty. The qualitative data was grouped by areas most mentioned and these areas of concern centered on lack of faculty knowledge about ILP, time to complete ILP, and uncertainty of appropriate goal setting. The majority of students perceive the ILP to be helpful. Our results suggest that active intervention is needed by dedicated and trained faculty to improve ILP utilization. It is recommended that faculty gives students examples of learning goals to create their own learning framework and encourages them to discuss and review the ILP.

Post-Rotation Student Evaluation of Individualized Learning Plan Exercise

2012 ◽  
Author(s):  
Michelle E. Shepard ◽  
Elizabeth A. Sastre ◽  
Mario A. Davidson ◽  
Amy E. Fleming
Keyword(s):  
Student Evaluation ◽  
Individualized Learning ◽  
Learning Plan

Responsible Milestone-Based Educational Handover With Individualized Learning Plan From Undergraduate to Graduate Pediatric Medical Education

2018 ◽  
Vol 18 (2) ◽  
pp. 231-233 ◽  
Author(s):  
Jocelyn H. Schiller ◽  
Heather L. Burrows ◽  
Amy E. Fleming ◽  
Meg G. Keeley ◽  
Lauren Wozniak ◽  
...  
Keyword(s):  
Medical Education ◽  
Individualized Learning ◽  
Learning Plan

scholarly journals Evaluation of an Advanced Topics Workshop in Geropsychology: The Value of Depth in Training

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 30-30
Author(s):  
Jeffrey Gregg ◽  
Rachel Rodriguez ◽  
Priyanka Mehta ◽  
Christine Gould
Keyword(s):  
Assessment Tool ◽  
Skill Assessment ◽  
Mental Health Providers ◽  
Health Providers ◽  
Integrated Healthcare ◽  
Individualized Learning ◽  
Introductory Course ◽  
Learning Plan ◽  
Learning Plans ◽  
Individualized Learning Plans

Abstract The Geriatric Scholars Program- Psychology Track (GSP-P) was implemented to address the dire shortage of mental health providers with geriatrics expertise within the VA, a large integrated healthcare system. One hundred and five psychologists participated in the GSP-P introductory geropsychology competencies course. Though they exhibited significant improvements in confidence, knowledge, and skills across geropsychology domains, increased depth (in addition to breadth) of training is needed. In 2019, GSP-P implemented an advanced workshop for graduates of the introductory course. Twenty-one psychologists participated in the workshop, which included 3.5 days of expert-led seminars followed by completion of an individualized learning plan over six months. Results from our evaluation indicated significant improvements in four of five geropsychology domains on the Pikes Peak Geropsychology Knowledge and Skill Assessment Tool. Our findings demonstrate continued enhancement of geropsychology competencies through advanced coursework is feasible and improves depth of training, particularly when combined with individualized learning plans.

Emergency Medicine a Top Pediatric Subspecialty

2007 ◽  
Vol 41 (1) ◽  
pp. 56
Author(s):  
CHRISTINE KILGORE
Keyword(s):  
Emergency Medicine ◽  
Pediatric Subspecialty
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