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Residents' Experiences with Personalized Learning in Postgraduate Training; Going Beyond Competency Based Medical
Merel H de Heer1,2, Efraïm J Hart2,3, Fedde Scheele4,5
1Department of education of the faculty of medicine, Vrije Universiteit, Amsterdam, the Netherlands.
Perspectives on Medical Education
|June 22, 2026
Summary
Personalized medical education using competency-based medical education (CBME) is possible through structured autonomy and motivated residents. Supportive program directors and flexible components foster engagement, even without formal assessment.
Area of Science:
- Medical Education
- Postgraduate Training
- Competency-Based Medical Education
Background:
- Personalization is a key trend in postgraduate medical education.
- Competency-based medical education (CBME) offers theoretical support for personalization.
- Practical barriers like fixed outcomes and assessments often hinder personalization in CBME.
Purpose of the Study:
- To explore residents' experiences with individualized development trajectories.
- To understand how residents utilize flexible program components within CBME.
- To identify factors enabling engagement with personalized learning pathways.
Main Methods:
- A case study approach was employed.
- Semi-structured interviews and template analysis were used.
- The study focused on the Dutch national Obstetrics and Gynecology residency program.
Main Results:
- Residents actively engaged in individualized development trajectories.
- Motivation stemmed from personal interest, values, clinical exposure, role models, and workplace opportunities.
- Key enablers included formal program structure, workplace exposure for goal recognition, and program director support.
Conclusions:
- Structured autonomy, workplace exposure, and personal motivation are crucial for personalized learning in CBME.
- Effective personalization necessitates intentional design, supportive structures, trust, and individualized coaching.
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