Rotational Learning Plans: Introducing Programmatic Tools and Practices Toward Meaningful and Continuous Goal Setting Within Residency Training

Hernandez, Raquel; Hopkins, Akshata; Collins, Kimberly

doi:10.1016/j.acap.2017.05.003

Cited by 4 publications

(4 citation statements)

References 6 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…EPortfolios are used as an assessment tool for professional role development. Moreover, the use of ILPs or “individualized learning plans” have been used in medical education whereby medical residents engage in competency-based self-directed learning by setting short-term SMART (specific, measurable, accountable, realistic, timely) goals and a mentored approach for demonstrating goal and learning acquisition ( Hernandez et al, 2017 ; Kastenmeier et al, 2018 ). Similarly, IDPs have been used in mentored clinical and translational investigator training to expand the numbers of clinician-scientists ( Fuhrmann et al, 2018 ).…”

Section: Continuing Professional Development and Competency Assessmenmentioning

confidence: 99%

Joint Task Force for Clinical Trial Competency and Clinical Research Professional Workforce Development

Sonstein

Jones

2018

Front. Pharmacol.

View full text Add to dashboard Cite

Clinical research workforce development efforts have focused on both increasing the size of the workforce of investigators and professionals working in the clinical research enterprise, but also the education and training of those individuals to ensure the quality of study performance to improve the public’s health. A major contribution to these efforts has been the establishment of core competencies for clinical research professionals by the Joint Task Force for Clinical Trial Competency. This article reviews the development of the clinical research core competencies, their wide adoption and influence on job descriptions, education, training, and academic accreditation.

show abstract

Section: Continuing Professional Development and Competency Assessmenmentioning

confidence: 99%

Joint Task Force for Clinical Trial Competency and Clinical Research Professional Workforce Development

Sonstein

Jones

2018

Front. Pharmacol.

View full text Add to dashboard Cite

show abstract

“…Despite most residents suggesting goal-setting be included in all rotations, only 50% of residents valued goalsetting which is less than that reported by other PGME goal-setting interventions. [12][13][14]19 There are a few potential explanations for this. 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.…”

Section: Discussionmentioning

confidence: 99%

“…9,10 The limited PGME literature suggests that goal-setting interventions improve goal-setting skills and that resident physicians value the experience. 11-13…”

Section: Introductionmentioning

confidence: 99%

“…9,10 The limited PGME literature suggests that goal-setting interventions improve goal-setting skills and that resident physicians value the experience. [11][12][13] To our knowledge, no studies have reported on a goal-setting intervention for resident physicians rotating through Geriatric Medicine. Here we describe our experience to date with a pilot goal-setting initiative on a Geriatric Medicine rotation.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Alston

Cheung

Gandell

2020

Journal of Medical Education and Curricular Development

View full text Add to dashboard Cite

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.

show abstract