Su-Ting T Li1, Debora A Paterniti2, Daniel J Tancredi3, Ann E Burke4, R Franklin Trimm5, Ann Guillot6, Susan Guralnick7, John D Mahan8. 1. Department of Pediatrics, University of California Davis, School of Medicine, Sacramento, Calif. Electronic address: su-ting.li@ucdmc.ucdavis.edu. 2. Departments of Internal Medicine and Sociology, University of California Davis, School of Medicine, Sacramento, Calif; Center for Healthcare Policy and Research, University of California Davis, School of Medicine, Sacramento, Calif. 3. Department of Pediatrics, University of California Davis, School of Medicine, Sacramento, Calif; Center for Healthcare Policy and Research, University of California Davis, School of Medicine, Sacramento, Calif. 4. Department of Pediatrics, Wright State University Boonshoft School of Medicine, Dayton, Ohio. 5. Department of Pediatrics, University of South Alabama College of Medicine, Mobile, Ala. 6. Department of Pediatrics, University of Vermont College of Medicine, Burlington, Vt. 7. Office of Academic Affairs, Winthrop University Hospital, Mineola, NY. 8. Department of Pediatrics, Nationwide Children's Hospital/Ohio State University, Columbus, Ohio.
Abstract
OBJECTIVE: To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. METHODS: Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. RESULTS: A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. CONCLUSIONS: Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency.
OBJECTIVE: To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. METHODS: Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. RESULTS: A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. CONCLUSIONS: Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency.
Authors: Mary Ellen J Goldhamer; Maria Martinez-Lage; W Stephen Black-Schaffer; Jennifer T Huang; John Patrick T Co; Debra F Weinstein; Martin V Pusic Journal: J Gen Intern Med Date: 2022-04-20 Impact factor: 6.473