Internal Medicine Residents' Acceptance of Self-Directed Learning Plans at the Point of Care

Smith, Susan J.; Kakarala, Radhika; Talluri, Siva; Sud, Parul; Parboosingh, John

doi:10.4300/jgme-03-03-30

Cited by 12 publications

(10 citation statements)

References 27 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…SDL is felt to be integral to resident learning and identity formation [ 1 ]. Residency programs have implemented individualized learning plans to augment SDL [ 22 – 24 ]. Despite these efforts, residents have identified difficulty with SDL and desired guidance from faculty [ 19 , 20 , 25 ].…”

Section: Discussionmentioning

confidence: 99%

A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory

et al. 2017

View full text Add to dashboard Cite

BackgroundExisting theories of self-directed learning (SDL) have emphasized the importance of process, personal, and contextual factors. Previous medical education research has largely focused on the process of SDL. We explored the experience with and perception of SDL among internal medicine residents to gain understanding of the personal and contextual factors of SDL in graduate medical education.MethodsUsing a constructivist grounded theory approach, we conducted 7 focus group interviews with 46 internal medicine residents at an academic medical center. We processed the data by using open coding and writing analytic memos. Team members organized open codes to create axial codes, which were applied to all transcripts. Guided by a previous model of SDL, we developed a theoretical model that was revised through constant comparison with new data as they were collected, and we refined the theory until it had adequate explanatory power and was appropriately grounded in the experiences of residents.ResultsWe developed a theoretical model of SDL to explain the process, personal, and contextual factors affecting SDL during residency training. The process of SDL began with a trigger that uncovered a knowledge gap. Residents progressed to formulating learning objectives, using resources, applying knowledge, and evaluating learning. Personal factors included motivations, individual characteristics, and the change in approach to SDL over time. Contextual factors included the need for external guidance, the influence of residency program structure and culture, and the presence of contextual barriers.ConclusionsWe developed a theoretical model of SDL in medical education that can be used to promote and assess resident SDL through understanding the process, person, and context of SDL.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0869-4) contains supplementary material, which is available to authorized users.

show abstract

Section: Discussionmentioning

confidence: 99%

A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory

et al. 2017

View full text Add to dashboard Cite

show abstract

“…90 Multiple studies on residents' active learning in clinical contexts have highlighted the importance of scaffolding their learning opportunities to foster their feelings of competence and autonomy, similar to medical students. 91,92 Other studies have shown additional similarities, such as how residents' active learning in clinical contexts also varies to include both planned and reactive learning, 93 how questions of others (such as the patient) may be strong motivators for goal setting in active learning, 94 and how individualised learning plans may be helpful to support active learning. 94 To guide this learning, vocational training curricula have often been using competency frameworks to plan lifelong learning activities.…”

Section: Vocational Training Phasementioning

confidence: 99%

“…91,92 Other studies have shown additional similarities, such as how residents' active learning in clinical contexts also varies to include both planned and reactive learning, 93 how questions of others (such as the patient) may be strong motivators for goal setting in active learning, 94 and how individualised learning plans may be helpful to support active learning. 94 To guide this learning, vocational training curricula have often been using competency frameworks to plan lifelong learning activities. 95 However, learners in vocational training are known to struggle with this.…”

Section: Vocational Training Phasementioning

confidence: 99%

Context matters when striving to promote active and lifelong learning in medical education

et al. 2017

View full text Add to dashboard Cite

Where do we stand now? In the 30 years that have passed since The Edinburgh Declaration on Medical Education, we have made tremendous progress in research on fostering ‘self‐directed and independent study’ as propagated in this declaration, of which one prime example is research carried out on problem‐based learning. However, a large portion of medical education happens outside of classrooms, in authentic clinical contexts. Therefore, this article discusses recent developments in research regarding fostering active learning in clinical contexts. Self‐regulated, lifelong learning in medical education Clinical contexts are much more complex and flexible than classrooms, and therefore require a modified approach when fostering active learning. Recent efforts have been increasingly focused on understanding the more complex subject of supporting active learning in clinical contexts. One way of doing this is by using theory regarding self‐regulated learning (SRL), as well as situated learning, workplace affordances, self‐determination theory and achievement goal theory. Combining these different perspectives provides a holistic view of active learning in clinical contexts. Entry to practice, vocational training and continuing professional development Research on SRL in clinical contexts has mostly focused on the undergraduate setting, showing that active learning in clinical contexts requires not only proficiency in metacognition and SRL, but also in reactive, opportunistic learning. These studies have also made us aware of the large influence one's social environment has on SRL, the importance of professional relationships for learners, and the role of identity development in learning in clinical contexts. Additionally, research regarding postgraduate lifelong learning also highlights the importance of learners interacting about learning in clinical contexts, as well as the difficulties that clinical contexts may pose for lifelong learning. However, stimulating self‐regulated learning in undergraduate medical education may also make postgraduate lifelong learning easier for learners in clinical contexts.

show abstract

“…A review of the literature regarding PBLI suggests that self-directed learning (SDL) is one of the main components of PBLI, which requires a range of skills. Today, the professional world demands documentation of SDL to renew professional licenses (10,11). To identify the strengths and weaknesses, the self-reflection process should be integrated in daily medical responsibilities.…”

Section: Components Of Pblimentioning

confidence: 99%

Practice-Based Learning and Improvement (PBLI) from the Perspective of Iranian Medical Education Experts: A Thematic Content Analysis

Yazdani¹,

Farajpour²,

Shakerian³

2017

Iran Red Crescent Med J

View full text Add to dashboard Cite

Background: Among core competencies introduced by the Accreditation council for graduate medical education (ACGME), practice-based learning and improvement (PBLI) monitors the improvement and quality of physicians' performance during their professional practice. Understanding and knowledge of the viewpoints of medical professionals, planners, and graduates about the concept of PBLI and investigating its current status are required for proposing appropriate policies and plans in this area. Methods: This qualitative study was performed through thematic content analysis. In-depth semi-structured interviews were conducted to gather data in Tehran, Iran from June 2016 to January 2017. Purposeful sampling was applied, and the participants included experts, planners, and medical graduates. While considering the trustworthiness criteria during the study, interviews were performed, transcribed, and coded. We used ATLAS.ti version 6 for coding and categorization. Results: The study sample consisted of 11 participants, including 4 executive officials, 4 experts of medical education, and 3 general practitioners (4 females and 7 males). The average age of the participants was 48 ± 8.47 years. The analyses introduced 9 categories, 56 subcategories, and 224 initial codes. The main categories included: PBLI attributes, components of PBLI, shortcomings of the academic educational system, shortcomings of the health system, strategies for academic education reform, strategies for health system reform, activators of PBLI, solutions for gaps in PBLI, and need for PBLI. Conclusions: PBLI is a professional necessity for all physicians. Feasibly, excellence in clinical care can be achieved with this competency. Implementation of PBLI requires a competency-based curriculum, academic education, and a proper infrastructure for its implementation in clinical service delivery environments. Health system stewardship plays a great role in overcoming the challenges and developing coordinated national systems.

show abstract

Internal Medicine Residents' Acceptance of Self-Directed Learning Plans at the Point of Care

Cited by 12 publications

References 27 publications

A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory

A model of self-directed learning in internal medicine residency: a qualitative study using grounded theory

Context matters when striving to promote active and lifelong learning in medical education

Practice-Based Learning and Improvement (PBLI) from the Perspective of Iranian Medical Education Experts: A Thematic Content Analysis

Contact Info

Product

Resources

About