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Learning Plan Use in Undergraduate Medical Education: A Scoping Review
Summary
Learning plans (LPs) show potential for supporting self-regulated learning (SRL) skills in medical education. Successful implementation requires training and mentorship, but further research is needed to confirm their overall benefits.
Area of Science:
- Medical Education
- Competency-Based Medical Education
- Self-Regulated Learning
Background:
- The optimal methods for fostering self-regulated learning (SRL) skills and monitoring trainee progress in competency-based medical education (CBME) remain unclear.
- Learning plans (LPs) are a potential tool for supporting SRL, but their application in undergraduate medical education (UME) is not well-documented.
Purpose of the Study:
- To systematically review the existing literature on the use of LPs in UME.
- To investigate the role of students in the development and implementation of LPs.
- To identify areas for future research concerning LPs in medical education.
Main Methods:
- A comprehensive literature search was conducted across multiple databases (MEDLINE, Embase, PsycInfo, Education Source, Web of Science) up to March 2024.
- Manual searching of reference lists was performed to identify additional relevant studies.
- Included studies focused on undergraduate medical students, LP utilization, and the UME stage, with data analyzed using quantitative and qualitative content analyses.
Main Results:
- Out of 7,896 reviewed articles, 39 met the inclusion criteria; many LPs lacked a standardized framework.
- LPs were linked to self-reported improvements in SRL skills, learning structure, and outcomes.
- Key barriers included time constraints, lack of training, and low engagement, while facilitators involved SRL development, co-creation, and mentorship.
Conclusions:
- Learning plans (LPs) demonstrate potential for enhancing medical student education and facilitating the transfer of self-regulated learning (SRL) skills into residency.
- Effective utilization of LPs necessitates adequate training for both students and faculty, alongside guidance from experienced mentors.
- Further research is essential to ascertain whether the advantages of LPs justify the resources required for their implementation.
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