Guided Self-Assessment and Action Plans: What Do Residents Need to Succeed?
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SHORT COMMUNICATION
Guided Self-Assessment and Action Plans: What Do Residents Need to Succeed? Lori R. Berkowitz 1,2
&
Natasha R. Johnson 1,3 & Sharon Muret-Wagstaff 4
# International Association of Medical Science Educators 2019
Abstract Resident feedback and program evaluation are essential to ACGME-accredited training programs. We sought to integrate these requirements into our program by creating a systematic process for program improvement focusing on personal learning plans (PLPs). Residents completed a PLP tool every 6 months, followed by an evaluation completed with the program director. Among respondents, 96% reported the PLP process provided useful feedback. A majority found the PLP process useful in developing learning strategies and modeling lifelong learning. The integrated PLP/program improvement process serves as an effective strategy for quickly identifying and capitalizing on both individual and program opportunities for improvement. Keywords Personalized learning plans (PLPs) . Self-assessment . Program evaluation . Residency . Professionalism
Background The Accreditation Council for Graduate Medical Education (ACGME) requires all ACGME-accredited training programs must provide competency-based performance feedback to each resident semiannually [1–3]. Additionally, ACGMEaccredited residency and fellowship programs must undergo annual evaluation and improvement action planning [4, 5]. Residency programs have incorporated a variety of metrics to evaluate both their trainees and their programs. For example, formative assessment tools such as the Mini Clinical Evaluation Examination (Mini-CEX) are used to assess a resident’s clinical encounter in real time, providing immediate feedback [6]. Global, or summative assessment tools evaluate a resident’s performance at the end of a rotation based on a Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40670-019-00853-8) contains supplementary material, which is available to authorized users.
variety of metrics including the Objective Structured Clinical Examination (OSCE) to assess clinical skills, test scores, and faculty evaluations [7]. While these evaluation tools serve an important role, they do not incorporate self-assessment, which is a requirement for residency training. The use of individual or personalized learning plans (PLPs) in graduate medical education not only teaches self-directed learning and goal setting but is essential for lifelong learning [8]. To maximize effectiveness and integration of the ACGME requirements and accelerate gains, the integrated obstetrics and gynecology (OB/GYN) residency program at Massachusetts General Hospital (MGH) and Brigham and Women’s Hospital (BWH) created an innovative, systematic process to (1) guide residents in using data to develop and implement individually tailored PLPs with continuous cycles of improvement throughout residency; (2) assess residents’ perceptions of the impact of the PLP process on competencies and lifelong learning; and (3) identif
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