BACKGROUND: Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. INTERVENTION: To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. METHODS: The study was conducted from 2008-2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. RESULTS: Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. CONCLUSIONS: Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.
BACKGROUND: Self-directed learning (SDL) skills, such as self-reflection and goal setting, facilitate learning throughout a physician's career. Yet, residents do not often formally engage in these activities during residency. INTERVENTION: To develop resident SDL skills, we created a learning coach role for a junior faculty member to meet with second-year residents monthly to set learning goals and promote reflection. METHODS: The study was conducted from 2008-2010 at the Brown Family Medicine Residency in Pawtucket, Rhode Island. During individual monthly meetings with the learning coach, residents entered their learning goals and reflections into an electronic portfolio. A mixed-methods evaluation, including coach's ratings of goal setting and reflection, coach's meeting notes, portfolio entries, and resident interviews, was used to assess progress in residents' SDL abilities. RESULTS: Coach ratings of 25 residents' goal-setting ability increased from a mean of 1.9 to 4.6 (P < .001); ratings of reflective capacity increased from a mean of 2.0 to 4.7 (P < .001) during each year. Resident portfolio entries showed a range of domains for goal setting and reflection. Resident interviews demonstrated progressive independence in setting goals and appreciation of the value of reflection for personal development. CONCLUSIONS: Introducing a learning coach, use of a portfolio, and providing protected time for self-reflected learning allowed residents to develop SDL skills at their own pace. The learning coach model may be applicable to other residency programs in developing resident lifelong learning skills.
Authors: Mary Thoesen Coleman; Soraya Nasraty; Michael Ostapchuk; Stephen Wheeler; Stephen Looney; Sandra Rhodes Journal: Jt Comm J Qual Saf Date: 2003-05
Authors: Mohammad H Murad; Fernando Coto-Yglesias; Prathibha Varkey; Larry J Prokop; Angela L Murad Journal: Med Educ Date: 2010-11 Impact factor: 6.251
Authors: R van der Gulden; S Heeneman; A W M Kramer; R F J M Laan; N D Scherpbier-de Haan; B P A Thoonen Journal: BMC Med Educ Date: 2020-06-26 Impact factor: 2.463
Authors: Maaike A van Houten-Schat; Joris J Berkhout; Nynke van Dijk; Maaike D Endedijk; A Debbie C Jaarsma; Agnes D Diemers Journal: Med Educ Date: 2018-06-25 Impact factor: 6.251