Cargando…

Characteristics and quality of rotation-specific resident learning goals: a prospective study

Background: Residents are expected to develop the skills to set learning goals. Setting learning goals is part of self-regulated learning, setting the foundation for creating a learning plan, deploying learning strategies, and assessing their progress to those goals. While effective goal setting is...

Descripción completa

Detalles Bibliográficos
Autores principales: Sawatsky, Adam P., Halvorsen, Andrew J., Daniels, Paul R., Bonnes, Sara L., Issa, Meltiady, Ratelle, John T., Stephenson, Christopher R., Beckman, Thomas J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Taylor & Francis 2020
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7006652/
https://www.ncbi.nlm.nih.gov/pubmed/31941433
http://dx.doi.org/10.1080/10872981.2020.1714198
_version_ 1783495191847501824
author Sawatsky, Adam P.
Halvorsen, Andrew J.
Daniels, Paul R.
Bonnes, Sara L.
Issa, Meltiady
Ratelle, John T.
Stephenson, Christopher R.
Beckman, Thomas J.
author_facet Sawatsky, Adam P.
Halvorsen, Andrew J.
Daniels, Paul R.
Bonnes, Sara L.
Issa, Meltiady
Ratelle, John T.
Stephenson, Christopher R.
Beckman, Thomas J.
author_sort Sawatsky, Adam P.
collection PubMed
description Background: Residents are expected to develop the skills to set learning goals. Setting learning goals is part of self-regulated learning, setting the foundation for creating a learning plan, deploying learning strategies, and assessing their progress to those goals. While effective goal setting is essential to resident self-regulated learning, residents struggle with setting learning goals and desire faculty assistance with goal setting. Objective: We aimed to characterize the topics and quality of residents’ rotation-specific learning goals. Design: We conducted a prospective study of 153 internal medicine residents, assessing 455 learning goals for general medicine inpatient rotations. We coded learning goal themes, competencies, and learning domains, and assessed quality using the validated Learning Goal Scoring Rubric. We compared topic categories, competencies, learning domains, and quality between the first and second months of postgraduate (PGY)-1 residents and between PGY-1 and PGY-3 residents. We assessed factors associated with learning goal completion. Results: The overall response rate was 80%. The top three learning goal categories were patient management, specific diseases related to general medicine, and teaching skills. There were no changes in learning goal characteristics between PGY-1 months (p ≥ 0.04). There were differences between PGY-1 and PGY-3 residents’ learning goals in patient management (28% vs 6%; p < .001), specific disease conditions (19% vs 3%; p < .001), and teaching skills (2% vs 56%; p < .001). There was no difference in learning goal quality between PGY-1 months (1.63 vs. 1.67; p = 0.82). The PGY-3 learning goals were of higher quality than PGY-1 learning goals for the ‘specific goal’ item (1.38 vs. 0.98, p = 0.005), but not for other items or overall (all p ≥ 0.02). Residents reported 85% (297/347) learning goal completion. Conclusions: Resident rotation-specific learning goals reflect a broad array of topics. Residents’ learning goal quality was low and residents may benefit from guidance to support residents’ learning goals.
format Online
Article
Text
id pubmed-7006652
institution National Center for Biotechnology Information
language English
publishDate 2020
publisher Taylor & Francis
record_format MEDLINE/PubMed
spelling pubmed-70066522020-02-20 Characteristics and quality of rotation-specific resident learning goals: a prospective study Sawatsky, Adam P. Halvorsen, Andrew J. Daniels, Paul R. Bonnes, Sara L. Issa, Meltiady Ratelle, John T. Stephenson, Christopher R. Beckman, Thomas J. Med Educ Online Research Article Background: Residents are expected to develop the skills to set learning goals. Setting learning goals is part of self-regulated learning, setting the foundation for creating a learning plan, deploying learning strategies, and assessing their progress to those goals. While effective goal setting is essential to resident self-regulated learning, residents struggle with setting learning goals and desire faculty assistance with goal setting. Objective: We aimed to characterize the topics and quality of residents’ rotation-specific learning goals. Design: We conducted a prospective study of 153 internal medicine residents, assessing 455 learning goals for general medicine inpatient rotations. We coded learning goal themes, competencies, and learning domains, and assessed quality using the validated Learning Goal Scoring Rubric. We compared topic categories, competencies, learning domains, and quality between the first and second months of postgraduate (PGY)-1 residents and between PGY-1 and PGY-3 residents. We assessed factors associated with learning goal completion. Results: The overall response rate was 80%. The top three learning goal categories were patient management, specific diseases related to general medicine, and teaching skills. There were no changes in learning goal characteristics between PGY-1 months (p ≥ 0.04). There were differences between PGY-1 and PGY-3 residents’ learning goals in patient management (28% vs 6%; p < .001), specific disease conditions (19% vs 3%; p < .001), and teaching skills (2% vs 56%; p < .001). There was no difference in learning goal quality between PGY-1 months (1.63 vs. 1.67; p = 0.82). The PGY-3 learning goals were of higher quality than PGY-1 learning goals for the ‘specific goal’ item (1.38 vs. 0.98, p = 0.005), but not for other items or overall (all p ≥ 0.02). Residents reported 85% (297/347) learning goal completion. Conclusions: Resident rotation-specific learning goals reflect a broad array of topics. Residents’ learning goal quality was low and residents may benefit from guidance to support residents’ learning goals. Taylor & Francis 2020-01-15 /pmc/articles/PMC7006652/ /pubmed/31941433 http://dx.doi.org/10.1080/10872981.2020.1714198 Text en © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. https://creativecommons.org/licenses/by/4.0/This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
spellingShingle Research Article
Sawatsky, Adam P.
Halvorsen, Andrew J.
Daniels, Paul R.
Bonnes, Sara L.
Issa, Meltiady
Ratelle, John T.
Stephenson, Christopher R.
Beckman, Thomas J.
Characteristics and quality of rotation-specific resident learning goals: a prospective study
title Characteristics and quality of rotation-specific resident learning goals: a prospective study
title_full Characteristics and quality of rotation-specific resident learning goals: a prospective study
title_fullStr Characteristics and quality of rotation-specific resident learning goals: a prospective study
title_full_unstemmed Characteristics and quality of rotation-specific resident learning goals: a prospective study
title_short Characteristics and quality of rotation-specific resident learning goals: a prospective study
title_sort characteristics and quality of rotation-specific resident learning goals: a prospective study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7006652/
https://www.ncbi.nlm.nih.gov/pubmed/31941433
http://dx.doi.org/10.1080/10872981.2020.1714198
work_keys_str_mv AT sawatskyadamp characteristicsandqualityofrotationspecificresidentlearninggoalsaprospectivestudy
AT halvorsenandrewj characteristicsandqualityofrotationspecificresidentlearninggoalsaprospectivestudy
AT danielspaulr characteristicsandqualityofrotationspecificresidentlearninggoalsaprospectivestudy
AT bonnessaral characteristicsandqualityofrotationspecificresidentlearninggoalsaprospectivestudy
AT issameltiady characteristicsandqualityofrotationspecificresidentlearninggoalsaprospectivestudy
AT ratellejohnt characteristicsandqualityofrotationspecificresidentlearninggoalsaprospectivestudy
AT stephensonchristopherr characteristicsandqualityofrotationspecificresidentlearninggoalsaprospectivestudy
AT beckmanthomasj characteristicsandqualityofrotationspecificresidentlearninggoalsaprospectivestudy