The essential components of an ILP include 1) reflection on long-term career goals and self-assessment of areas of strength and weakness, 2) goal generation, 3) development of plans/strategies to achieve the outlined goals, 4) progress assessment, and 5) revision of goals/plans based on self-assessment. ILPs provide a specific format for trainees to identify content-based learning objectives, outline strategies for implementation of goals, and routinely re-assess progress. Recognizing the important roles that intrinsic motivation and flexibility play in shaping the learning experience, they encouraged medical institutions to support curricula that standardize learning outcomes while individualizing the learning process.Īn increasing number of residency programs have found success utilizing Individualized Learning Plans (ILPs) to customize education experiences with respect to interests, motivations, and learning strategies. In 2010, the Carnegie Foundation for Advancement of Teaching called for reform in medical education. When planning an educational experience faculty should consider the diversity of learner interests, motivations, and learning strategies. For medical students, the motivation to learn may be different from course to course an elective versus a required course, and the learning strategies used may vary depending on the nature of the academic task board exam versus observed structured clinical encounter. Self-directed learning (SDL) is a process by which learners set personal learning goals, assess understanding, and close knowledge/skills gaps by acquiring or updating competencies as needed. The interplay between motivation and learning strategies is critical as the need to learn throughout one’s medical career can vary based on course requirements, career expectations, and clinical duties. ILPs improve SDL strategies among medical students and may serve as useful tools to help shape future learning goals as they transition to residency training.Īdaptive expertise and self-regulated learning skills of a physician are significant factors in knowledge acquisition and application in the patient care setting. A higher percentage (83 %) of students who reported complete achievement of their ILP goals also reported feeling better prepared for entering residency. ‘Medical Knowledge’ was the competency most frequently identified as an area of concentration (90 %) and professionalism was selected least frequently (4 %). Two of the four SDL sub-domains identified on the MSLQ showed improvement self-efficacy ( p = .001) and self-regulation ( p = .002). Resultsįorty-eight students participated.
Qualitative data analysis was conducted on the ILPs and self-reflections. An adaptation of the Motivated Strategies for Learning Questionnaire (MSLQ) (Duncan T and McKeachie W, Educ Psych 40(2):117-128, 2005 and Cook DA et al., Med Ed 45:1230-1240, 2011) was used to measure success of ILPs in improving SDL. Each completed an ILP outlining personal learning goals and strategies to achieve them. MethodsĪt Stony Brook University School of Medicine, an ILP component was added to the Advanced Clinical Experience (ACE) course for fourth year students. We discuss the use of ILPs within a fourth year medical school course to facilitate self-directed learning (SDL). Residency programs have utilized Individualized Learning Plans (ILPs) to customize resident education while undergraduate medical education has not done so in a meaningful way.
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