4. Self-Directed Learning and Individualized Learning Plans: Implications for Program Directors

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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Individualized Learning Plans: Basics and Beyond

Academic Pediatrics ◽

10.1016/j.acap.2010.08.002 ◽

2010 ◽

Vol 10 (5) ◽

pp. 289-292 ◽

Cited By ~ 17

Author(s):

Su-Ting T. Li ◽

Ann E. Burke

Keyword(s):

Individualized Learning ◽

Learning Plans ◽

Individualized Learning Plans

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12. Resident Perceptions of Individualized Learning Plans

Academic Pediatrics ◽

10.1016/j.acap.2009.05.018 ◽

2009 ◽

Vol 9 (4) ◽

pp. e8-e9 ◽

Cited By ~ 3

Author(s):

Amy Jost Starmer ◽

Ann E. Burke

Keyword(s):

Individualized Learning ◽

Resident Perceptions ◽

Learning Plans ◽

Individualized Learning Plans

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Reflect, Advise, Plan: Faculty-Facilitated Peer-Group Mentoring to Optimize Individualized Learning Plans

Academic Pediatrics ◽

10.1016/j.acap.2016.06.002 ◽

2016 ◽

Vol 16 (6) ◽

pp. 503-507 ◽

Cited By ~ 2

Author(s):

Nicholas Kuzma ◽

Stephanie Skuby ◽

Emily Souder ◽

Mario Cruz ◽

Blair Dickinson ◽

...

Keyword(s):

Peer Group ◽

Individualized Learning ◽

Group Mentoring ◽

Learning Plans ◽

Individualized Learning Plans

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

Journal of Graduate Medical Education ◽

10.4300/jgme-d-12-00009.1 ◽

2012 ◽

Vol 4 (4) ◽

pp. 445-453 ◽

Cited By ~ 7

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.

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Do Students who Fail to Plan, Plan to Fail? Effects of Individualized Learning Plans on Postsecondary Transitioning

Teachers College Record ◽

10.1177/016146812012200509 ◽

2020 ◽

Vol 122 (5) ◽

pp. 1-36

Author(s):

Tolani Britton ◽

George Spencer

Keyword(s):

High School ◽

Low Income ◽

Selection Process ◽

Spillover Effects ◽

Individualized Learning ◽

Income Status ◽

College And Career ◽

Quasi Experimental ◽

Learning Plans ◽

Individualized Learning Plans

Background/Context Policies featuring individualized learning plans (ILPs) have become increasingly popular among states seeking to improve college and career readiness through early postsecondary planning. Although ILPs are featured in legislation for more than 35 states, limited work has been done on measuring their effectiveness to ensure that students are better prepared for college and career. Purpose In this study, we fill this gap in the literature by exploring the effects of completing an ILP and potential spillover effects in schools that require the use of this tool. We also explore whether these effects vary by parental income status. Using a quasi-experimental design, we offer nationally generalizable evidence of the ILP on individual student's transition from secondary to postsecondary education Research Design We use data from the High School Longitudinal Survey of 2009 (HSLS:09), a nationally representative survey of students in 944 public and private high schools who are surveyed at multiple points during their time in high school. Using these data, we employ the quasi-experimental propensity score matching approach to generate balance between treated and untreated groups on observed covariates. Findings The findings from this study suggest that students who completed ILPs were more likely to identify a career of interest and make informed college choices with respect to institutional fit as compared with peers who did not use this tool. In particular, low-income students who completed an ILP were more likely to apply for financial aid and submit applications to multiple institutions when compared with economically similar students who did not use ILPs. Also, schools offering ILPs were more likely to help students enroll in moderately selective four-year colleges and to complete some advanced credits in English. Conclusions This study's findings offer evidence that schools can use ILPs to help students prepare for college through the college search and selection process. Although ILPs seem to be most effective in helping students plan for the process of applying to college, greater emphasis may be needed to ensure that ILPs also support students in the effort of academic course planning.

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