Making goals count: A theory-informed approach to on-shift learning goals

Area of Science:

• Medical Education
• Emergency Medicine Training

Background:

• Supervisors frequently request learning goals from emergency medicine trainees at the start of clinical shifts.
• The rationale behind this practice is often overlooked, despite its roots in educational principles like self-regulated learning and feedback.

Purpose of the Study:

• To explore the underlying reasons for voicing on-shift learning goals.
• To identify challenges faced by learners and supervisors in creating and implementing effective learning goals.
• To propose solutions to optimize the use of on-shift learning goals.

Main Methods:

• The study analyzes the educational principles supporting goal articulation.
• It identifies barriers related to learners, supervisors, and the learning environment.
• Solutions are proposed to address these identified challenges.

Main Results:

• Goal articulation supports self-regulated learning, targeted feedback, and collaborative relationships.
• Barriers include learner uncertainty, overly broad/narrow goals, supervisor difficulties with observation and feedback, and environmental constraints like time and lack of continuity.
• Proposed solutions focus on learner, supervisor, and environmental adjustments.

Conclusions:

• Effective on-shift learning goals can significantly enhance emergency medicine training.
• Addressing identified challenges through targeted strategies is crucial for maximizing the potential of this educational practice.
• Optimizing goal setting requires a multi-faceted approach involving learners, supervisors, and the learning environment.