• Su-Ting T Li, Debora A Paterniti, Daniel J Tancredi, John Patrick T Co, and Daniel C West.
• Department of Pediatrics, University of California, Davis, School of Medicine, Sacramento, California, USA. su-ting.li@ucdmc.ucdavis.edu
• Acad Med. 2011 Oct 1; 86 (10): 1293-9.

PurposeTo determine the types of learning goals residents select for their individualized learning plans (ILPs) and the relationship between goal type and progress toward achieving that goal.MethodPediatric and combined pediatric residents at 46 U.S. training programs completed a Web-based survey on ILPs in 2008-2009, describing their most important learning goal and the goals on which they made the most and least progress. Using iterative inductive review, responses were categorized into seven types (six corresponding with the Accreditation Council for Graduate Medical Education general competencies). Descriptive statistics and regression models were used to assess the relationship between goal type and progress made.ResultsOf 1,739 eligible residents, 992 (57%) completed the survey; 668 (38%) had previously completed an ILP and described their learning goals. Residents were more likely to report medical knowledge (MK) (53.7%) and patient care (PC) (25.9%) goals as most important and less likely to report professionalism (1.5%) and systems-based practice (SBP) (1.0%) goals as most important. Compared with progress on MK goals, residents reported significantly greater progress on PC (odds ratio [OR]: 2.20; 95% confidence interval [CI]: 1.57-3.09) and practice-based learning and improvement teaching (OR: 2.99; 95% CI: 1.59-5.63) goals and less progress on SBP goals (OR: 0.16; 95% CI: 0.05-0.56).ConclusionsResidents most commonly identified MK and PC learning goals as the most important. Residents made more progress on goals related to everyday tasks, such as PC and teaching, compared with goals less integrated in everyday training, such as SBP.

13 keywords...

hide…