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Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals
Su-Ting T Li1, Debora A Paterniti2, Daniel J Tancredi3
1Department of Pediatrics, University of California Davis, School of Medicine, Sacramento, Calif.
Academic Pediatrics
|July 5, 2015
Summary
Senior residents are more likely to set learning goals in areas where they self-assess lower competency. Individualized learning plans may enhance self-regulated learning during medical residency.
Area of Science:
- Medical Education Research
- Graduate Medical Education
- Competency-Based Education
Background:
- Individualized learning plans (ILPs) are crucial for resident development.
- Understanding how residents set learning goals based on self-assessed competencies is key to optimizing ILPs.
Purpose of the Study:
- To determine the incidence of learning goals across different competency areas.
- To assess if learning goals align with areas of lower self-assessed competency among residents.
Main Methods:
- Analysis of deidentified individualized learning plan data from the American Academy of Pediatrics' PediaLink (2009-2010).
- Residents self-assessed 6 Accreditation Council for Graduate Medical Education (ACGME) competencies and wrote learning goals.
- Textual goal responses were mapped to ACGME competencies; statistical analyses were performed.
Main Results:
- Residents reported the lowest self-assessment scores in systems-based practice and medical knowledge.
- The highest proportion of learning goals focused on medical knowledge and patient care, not lower-scoring areas.
- Senior residents (PGY2/3+) who self-assessed lower in a competency were more likely to set a goal in that area compared to junior residents (PGY1s).
Conclusions:
- Senior residents demonstrate a greater ability to translate self-identified learning gaps into explicit learning goals.
- Individualized learning plans show potential for improving self-regulated learning skills in residency training.
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