Guevara Myriam, Grewald Yekaterina, Hutchinson Karen, Amoateng-Adjepong Yaw, Manthous Constantine
Bridgeport Hospital, USA.
Conn Med. 2011 Oct;75(9):537-40.
Individualized education plans (IEP) are commonly used in nonmedical educational programs to define students' deficiencies and action plans for addressing them. There are no reports of using IEP for medical education.
Internal medicine residency of a community teaching hospital.
Residents requiring IEP were identified by a consensus of faculty members. IEPs, overseen by mentors, included: 1. List of deficiencies, 2. Techniques for remediation, 3. Schedule for meetings and re-evaluation of IEP progress. Demographic and evaluative data were abstracted from the performance files of internal medicine residents who served in the program between 2003 and 2010. Characteristics and educational outcomes of those receiving IEPs were compared to those not requiring IEPs.
Of 92 residents, 16 received IEPs; 13 for medical knowledge, four for professionalism and one for communication.Average age was greater (35.2 vs 30.3 y; P=0.004) and graduation less recent (8.7 vs 4.8 y; P=0.03). USMLE step I and American Board of Internal Medicine in-service scores were lower in those with IEP (82.6 vs 89.4; P=0.001; 44.6 vs 68.5 percentile relative to same-PGY level; P=0.01). Three residents repeated a PGY year (two successfully) and four completed two to six extra months at the same PGY level. All but two residents in the program between 2003 and 2010 passed Boards on their first attempt; neither had an IEP. Of the 12 with successful IEPs, three graduated to primary-care positions, two to hospitalist positions, and six to subspecialty fellowships; one was lost to follow-up.
A formal IEP process similar to that employed in nonmedical education was associated with successful graduation and board certification in a majority of medical trainees who required remediation.
个性化教育计划（IEP）常用于非医学教育项目，以界定学生的不足之处及应对这些不足的行动计划。目前尚无将IEP用于医学教育的报道。
一家社区教学医院的内科住院医师培训项目。
通过教员达成共识来确定需要IEP的住院医师。由导师监督的IEP包括：1. 不足之处清单；2. 补救技巧；3. 会议安排以及对IEP进展的重新评估。人口统计学和评估数据取自2003年至2010年期间参与该项目的内科住院医师的绩效档案。将接受IEP的住院医师的特征和教育成果与那些不需要IEP的住院医师进行比较。
92名住院医师中，16人接受了IEP；13人针对医学知识，4人针对职业素养，1人针对沟通能力。接受IEP者的平均年龄更大（35.2岁对30.3岁；P = 0.004），毕业时间更早（8.7年对4.8年；P = 0.03）。接受IEP者的美国医师执照考试第一步（USMLE step I）成绩和美国内科医学委员会在职考试成绩更低（82.6对89.4；P = 0.001；相对于同一年资水平，百分位分别为44.6对68.5；P = 0.01）。3名住院医师重复了一年住院医师培训（2人成功），4人在同一住院医师培训水平上额外完成了2至6个月的培训。2003年至2010年期间参与该项目的住院医师中，除2人外，其余所有人首次参加委员会考试均通过；这两人都没有接受IEP。在12名成功完成IEP的住院医师中，3人毕业后进入基层医疗岗位，2人进入住院医师岗位，6人进入专科 fellowship；1人失访。
与非医学教育中采用的类似正式IEP流程，与大多数需要补救的医学实习生成功毕业和获得委员会认证相关。
