Resident Identification of Learning Objectives after Performing Self-assessment based upon the ACGME Core Competencies

Background Self-assessment is increasingly being incorporated into competency evaluation in residency training. Little research has investigated the characteristics of residents’ learning objectives and action plans after self-assessment. Objective To explore the frequency and specificity of residen...

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Bibliographic Details
Published in:Journal of general internal medicine : JGIM 2008-07, Vol.23 (7), p.1024-1027
Main Authors: Caverzagie, Kelly J., Shea, Judy A., Kogan, Jennifer R.
Format: Article
Language:English
Subjects:
Brief Report
Clinical Competence
Educational Measurement
Female
Goals
Humans
Internal Medicine
Internal Medicine - education
Internship and Residency
Learning
Male
Medical personnel
Medical residencies
Medicine
Medicine & Public Health
Self-Assessment
Training
Training level
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Summary:Background Self-assessment is increasingly being incorporated into competency evaluation in residency training. Little research has investigated the characteristics of residents’ learning objectives and action plans after self-assessment. Objective To explore the frequency and specificity of residents’ learning objectives and action plans after completing either a highly or minimally structured self-assessment. Design Internal Medicine residents ( N  = 90) were randomized to complete a highly or minimally structured self-assessment instrument based on the Accreditation Council for Graduate Medical Education Core Competencies. All residents then identified learning objectives and action plans. Measurements Learning objectives and action plans were analyzed for content. Differences in specificity and content related to form, gender, and training level were assessed. Results Seventy-six residents (84% response rate) identified 178 learning objectives. Objectives were general (79%), most often focused on medical knowledge (40%), and were not related to the type of form completed ( p  > 0.01). “Reading more” was the most common action plan. Conclusions Residents commonly identify general learning objectives focusing on medical knowledge regardless of the structure of the self-assessment form. Tools and processes that further facilitate self-assessment should be identified.
ISSN:0884-8734
1525-1497
DOI:10.1007/s11606-008-0571-7