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Related Experiment Videos

Medical students' action plans are not specific.

Jo Hart1, Lucie Byrne-Davis1, Val Wass2

  • 1Division of Medical Education, University of Manchester, Manchester, UK.

The Clinical Teacher
|September 29, 2018
PubMed
Summary

Medical students create action plans after receiving feedback, but most are not specific enough to drive behavioral change. Future interventions should focus on improving the quality of these learning and development plans.

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Area of Science:

  • Medical Education
  • Behavioral Science
  • Learning Sciences

Background:

  • Action plans are recognized as crucial for behavior change and skill development in learners.
  • Feedback mechanisms are theorized to enhance expertise through the creation of action plans, leading to improved learning behaviors.
  • The specificity and relevance of student-generated action plans in response to feedback remain under-explored.

Purpose of the Study:

  • To investigate whether medical students generate action plans following feedback.
  • To assess the quality and specificity of these action plans.
  • To determine the relationship between feedback provided and the action plans created by students.

Main Methods:

  • Data were collected from Year-1 medical students during a communication skills session.

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  • Students received feedback on their performance.
  • The action plans developed by students for improvement were subsequently analyzed.

    • Main Results:

    • A high percentage of students (94%) created at least one action plan.
    • However, only a small fraction of students (16%) developed action plans directly linked to the feedback received.
    • This indicates a gap between feedback provision and the creation of targeted improvement strategies.

    Conclusions:

    • While action planning is encouraged in medical education, students often fail to create sufficiently specific plans to facilitate meaningful behavioral change.
    • There is a need for enhanced support and guidance for students to develop higher-quality, feedback-aligned action plans.
    • Improving the specificity of action plans is essential for effective learning and skill enhancement in medical trainees.