Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals

Li, Su-Ting Terry; Paterniti, Debora A.; Tancredi, Daniel J.; Burke, Ann E.; Trimm, Franklin; Guillot, Ann; Guralnick, Susan; Mahan, John D.

doi:10.1016/j.acap.2015.01.001

Cited by 16 publications

(13 citation statements)

References 30 publications

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“…As discussed earlier, there are also limitations to reliance on self-perception. 18,36 Given the uniqueness of the NPM field, our findings may not be applicable to other pediatric subspecialties. While the survey method was validated, it was based on an ACS questionnaire that was adapted to the present study.…”

Section: Discussionmentioning

confidence: 97%

Pediatric Residency Graduates Preparedness for Neonatal-Perinatal Medicine Fellowship: The Perspective of First-Year Fellows

et al. 2019

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Objective This study aimed to report on Neonatal-Perinatal Medicine (NPM) fellows' views of self-preparedness upon starting postresidency training. Study Design We conducted a national survey of first-year NPM fellows in the United States. The validated survey had five major areas: professionalism, psychomotor ability, independence/graduated responsibility, clinical evaluation, and academia. Survey responses were analyzed using descriptive statistics, and the free-text answers were categorized. Results Of 228 potential first-year NPM fellows, 140 (61%) initially responded to the survey. Overall, the fellows perceived themselves positively in professionalism and independence/graduated responsibility domains. Marked variability was observed in perceived preparedness in psychomotor ability, with confidence in neonatal intubation and arterial line placement of 86 and 49%, respectively. Lack of confidence in performing neonatal intubation procedures correlates with lack of attempts. The majority (75%) of fellows reported being interested in academia, but less than half felt capable of writing an article. Conclusion First-year NPM fellows identified deficiencies in the domains of psychomotor ability and academia. Residency and fellowship programs should partner to address these deficiencies.

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Section: Discussionmentioning

confidence: 97%

Pediatric Residency Graduates Preparedness for Neonatal-Perinatal Medicine Fellowship: The Perspective of First-Year Fellows

et al. 2019

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“…Other goal-setting interventions often occurred in conjunction with other educational interventions, such as coaching and learning plans that were outside of the scope and resources of this intervention. 9,20 It is possible that goal-setting will be more welcomed with the adoption of CMBE, as residents will be provided coaching by academic advisors. As this was a pilot intervention, improvements were made iteratively based on feedback from the residents, which might increase the value.…”

Section: Discussionmentioning

confidence: 99%

Goal-Setting on a Geriatric Medicine Rotation: A Pilot Study

Alston

Cheung

Gandell

2020

Journal of Medical Education and Curricular Development

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Background: Formal goal-setting has been shown to enhance performance and improve educational experiences. We initiated a standardized goal-setting intervention for all residents rotating through a Geriatric Medicine rotation. Objectives: This study aims to describe the feasibility of a goal-setting intervention on a geriatric medicine rotation, the resources required, and the barriers to implementation. As well, this study aims to describe the learning goals residents created regarding content and quality. Methods: A pilot goal-setting intervention was initiated. A goal-setting form was provided at the beginning of their rotation and reviewed at the end of the rotation. Residents were invited to complete an anonymous online survey to gather feedback on the initiative. Goals were analysed for content and quality. Feedback from the survey results was incorporated into the goal-setting process. Results: Between March and December 2018, 26 of 44 residents completed the goal-setting initiative. Explanations for the poor adherence included limited protected time for faculty and residents to engage in coaching, its voluntary nature, and trainee absence during orientation. Reasons for difficulty in achieving goals included lack of faculty and trainee time and difficulty assisting residents in achieving goals when no clinical opportunities arose. Although only 59% of residents completed the intervention, if goal-setting took place, most of the goals were specific (71 of 77; 92%) and 35 of 77 (45.5%) goals were not related to medical knowledge. Conclusions: This pilot study outlines the successes and barriers of a brief goal-setting intervention during a Geriatric Medicine rotation. Adherence was limited; however, of those who did complete the intervention, the creation of specific goals with a short, structured goal-setting form was possible. To enhance the intervention, goal-setting form completion should be enforced and efforts should be made to engage in mid-rotation check-ins and coaching.

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“…Although these studies have demonstrated positive outcomes, self‐reported needs of learners were not emphasized. Self‐assessment data suggest that pediatric residents can develop goals related to personal limitations, with this ability improving throughout training . In the model for self‐regulated learning outlined by Lockspeiser et al, faculty and residents share responsibility for defining and monitoring goals.…”

Section: Introductionmentioning

confidence: 99%

Using a statewide survey methodology to prioritize pediatric cardiology core content

Neal

Lehto

Miller

et al. 2017

Congenital Heart Disease

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Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals

Cited by 16 publications

References 30 publications

Pediatric Residency Graduates Preparedness for Neonatal-Perinatal Medicine Fellowship: The Perspective of First-Year Fellows

Pediatric Residency Graduates Preparedness for Neonatal-Perinatal Medicine Fellowship: The Perspective of First-Year Fellows

Goal-Setting on a Geriatric Medicine Rotation: A Pilot Study

Using a statewide survey methodology to prioritize pediatric cardiology core content

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