Faculty Perceptions of Individualized Learning Plans in Medical Education

Area of Science:

• Medical Education Research
• Graduate Medical Education
• Adaptive Learning

Background:

• Individualized learning plans (ILPs) are crucial for learners' goal tracking and adaptive learning progression.
• Limited research exists on the specific content and implementation of ILPs across medical specialties.
• Understanding ILP content variations is key to optimizing educational strategies.

Purpose of the Study:

• To detail the perceived content and implementation of ILPs in residency and fellowship programs.
• To compare ILP focus between diagnostic and procedural medical specialties.
• To identify differences in faculty perceptions of ILP components.

Main Methods:

• An observational, cross-sectional survey was administered to faculty within a large multihospital system.
• The survey, developed de novo and piloted by experts, assessed perceived ILP content and execution.
• Descriptive statistics and chi-squared tests were used to explore associations in ILP focus.

Main Results:

• A 49.6% response rate was achieved, with 60.7% of respondents actively involved in ILPs.
• No significant differences in ILP review frequency were found across specialties.
• Procedural specialties prioritized career planning and scholarly activity, while diagnostic specialties focused on medical knowledge and practice-based learning.

Conclusions:

• Significant differences exist in faculty perceptions of ILP content between procedural and diagnostic specialties.
• These findings can inform tailored resource allocation for different medical training programs.
• Optimizing ILP content based on specialty needs enhances learner development.