Ready, Set, Goal: A Mixed Methods Study of a Goal-Setting Intervention on 2 Competency-Based Geriatric Medicine...

Area of Science:

• Medical Education
• Geriatric Medicine
• Competency-Based Education

Background:

• Limited research exists on structured goal-setting's impact on trainee engagement in competency-based clinical learning.
• Understanding resident experiences with goal-setting interventions is crucial for optimizing educational strategies.

Purpose of the Study:

• To explore residents' experiences with a rotation-specific, SMART-based (Specific, Measurable, Achievable, Relevant, Time-Bound) goal-setting intervention.
• To assess the intervention's influence on trainee engagement and learning in geriatric medicine rotations.

Main Methods:

• A convenience sample of residents on geriatric medicine rotations participated in a goal-setting intervention (form completion and faculty feedback).
• Pre- and postrotation Dutch Residency Educational Climate Test (D-RECT) questionnaires and semistructured interviews were used.
• Qualitative analysis employed constant comparison and reflexive thematic analysis.

Main Results:

• Residents' D-RECT scores were significantly higher for the geriatric rotation compared to the preceding one (p=.002).
• Thematic analysis revealed goal selection was mediated/constrained by structured forms, faculty/patient/system interactions influenced goal enactment, and assessments created uncertainty.
• Time constraints and unpredictable clinicals posed challenges to engagement.

Conclusions:

• The goal-setting intervention facilitated directed learning and collaborative processes between residents and faculty.
• Identified challenges in resident engagement can inform future implementation of goal-setting in competency-based medical education curricula.