Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2023 Oct;15(5):597-601.
doi: 10.4300/JGME-D-23-00040.1.

Evaluation of an Individualized Learning Plan Template for the Transition to Residency

Amber T Pincavage  1 , Ashish Gandhi  2 , Eli Falk  3 , Lauren DiMarino  4 , Douglas Ruiz Carbajal  5 , Uma Ayyala  6 , Jayaram Chandrasekar  7 , Andrew N Dentino  8 , Allison H Ferris  9 , Richard M Forster  10 , Paul A Hemmer  11 , Nancy Masucci  12 , William D Surkis  13 , Valerie O  14 , John H Choe  15
Affiliations

Evaluation of an Individualized Learning Plan Template for the Transition to Residency

Amber T Pincavage et al. J Grad Med Educ. 2023 Oct.

Abstract

Background Specialty-specific individualized learning plans (ILPs) have been promoted to improve the undergraduate to graduate medical education transition, yet few pilots have been described. Objective To create and report on the feasibility and acceptability of a pilot internal medicine (IM) ILP template. Methods The ILP was created by a group of diverse IM expert stakeholders and contained questions to stimulate self-reflection and collect self-reported readiness data from incoming interns. US IM residency programs were invited to pilot the ILP with interns in spring 2022. Data was used at the programs' discretion. The pilot was evaluated by a post-pilot survey of programs to elicit perceptions of the impact and value of the ILP and analyze anonymous ILP data from 3 institutions. Results Fifty-two IM residency programs agreed to participate with a survey response rate of 87% (45 of 52). Of responding programs, 89% (40 of 45) collected ILPs, thus we report on data from these 40 programs. A total of 995 interns enrolled with 782 completing ILPs (79%). One hundred eleven ILPs were analyzed (14%). Most programs found the ILP valuable to understand incoming interns' competencies (26 of 40, 65%) and areas for improvement (24 of 40, 60%) and thought it should continue (29 of 40, 73%). Programs estimated the ILP took interns 29.2±14.9 minutes and 21.6±10.3 minutes for faculty mentors to complete. The most common barrier was faculty mentor participation. Conclusions An ILP based on interns' self-reported data was feasible and valuable to IM residency programs in understanding interns' competencies and areas for improvement.

PubMed Disclaimer

References

    1. The Coalition for Physician Accountability The Coalition for Physician Accountability’s Undergraduate Medical Education-Graduate Medical Education Review Committee (UGRC): Recommendations for Comprehensive Improvement of the UME-GME Transition. Accessed December 15, 2022. https://physicianaccountability.org/wp-content/uploads/2021/08/UGRC-Coal....
    1. Warm EJ, Englander R, Pereira A, Barach P. Improving learner handovers in medical education. Acad Med . 2017;92(7):927–931. doi: 10.1097/ACM.0000000000001457. - DOI - PubMed
    1. Morgan HK, Mejicano GC, Skochelak S, et al. . A responsible educational handover: improving communication to improve learning. Acad Med . 2020;95(2):194–199. doi: 10.1097/ACM.0000000000002915. - DOI - PubMed
    1. Sozener CB, Lypson ML, House JB, et al. . Reporting achievement of medical student milestones to residency program directors: an educational handover. Acad Med . 2016;91(5):676–684. doi: 10.1097/ACM.0000000000000953. - DOI - PubMed
    1. Wancata LM, Morgan H, Sandhu G, Santen S, Hughes DT. Using the ACMGE milestones as a handover tool from medical school to surgery residency. J Surg Educ . 2017;74(3):519–529. doi: 10.1016/j.jsurg.2016.10.016. - DOI - PubMed

LinkOut - more resources