Deane Richard P, Murphy Deirdre J
Department of Obstetrics & Gynaecology, Trinity College, University of Dublin, Coombe Women & Infants University Hospital, Dublin 8, Republic of Ireland.
BMC Med Educ. 2015 Mar 11;15:43. doi: 10.1186/s12909-015-0325-2.
A personal learning plan (PLP) is an approach to assist medical students maximise their learning experience within clinical rotations. The aim of this study was to investigate whether medical students who created a PLP supported by an induction meeting had an improved academic performance within an undergraduate clinical rotation.
A cluster randomised controlled study was conducted over a full academic year (2012/13). The intervention was the creation of a PLP by medical students supported by an individual 'one-to-one' induction meeting between each student and a faculty member. Randomisation was by unit of rotation in which students completed the program. There were 2 clusters in the intervention group (n = 71 students) and 2 clusters in the control group (n = 72 students). Primary outcome was the overall examination score. Secondary outcomes were student attendance and student evaluation.
There was no difference in overall examination score between the intervention group and control group (mean score 56.3 ± 4.8% versus 56.7 ± 5.6%, p = 0.64). The majority of students in the intervention group (n = 51/71, 85%) reported that the PLP and induction meeting enhanced their learning experience. Attendance at the induction meeting was identified as a key element.
The creation of a PLP supported by an induction meeting was rated highly by students as an approach to enhance their learning experience but did not result in an improved academic performance. Further research is required to establish the role of an interim or exit meeting.
个人学习计划（PLP）是一种帮助医学生在临床轮转期间最大限度提升学习体验的方法。本研究旨在调查制定了由入职培训会议支持的个人学习计划的医学生在本科临床轮转中学习成绩是否有所提高。
在一整个学年（2012/13）进行了一项整群随机对照研究。干预措施是医学生在每位学生与一名教员之间进行的“一对一”入职培训会议的支持下制定个人学习计划。随机分组按学生完成该计划的轮转单元进行。干预组有2个群组（n = 71名学生），对照组有2个群组（n = 72名学生）。主要结局是总体考试成绩。次要结局是学生出勤率和学生评价。
干预组和对照组的总体考试成绩没有差异（平均成绩分别为56.3±4.8%和56.7±5.6%，p = 0.64）。干预组的大多数学生（n = 51/71，85%）报告称个人学习计划和入职培训会议增强了他们的学习体验。参加入职培训会议被确定为一个关键因素。
由入职培训会议支持制定的个人学习计划被学生高度评价为一种增强学习体验的方法，但并未提高学习成绩。需要进一步研究以确定中期或结业会议的作用。
