Awad Sara, Turnnidge Jennifer, Cheung Jeffrey J H, Taylor David, Dalgarno Nancy, Schwartz Alan
Department of Medicine, Queen's University, Kingston, Ontario, Canada.
Office of Professional Development and Educational Scholarship, Queen's University, Kingston, Ontario, Canada.
Clin Teach. 2024 Apr;21(2):e13677. doi: 10.1111/tct.13677. Epub 2023 Nov 15.
Personal learning plans (PLPs) have gained traction in postgraduate medical education as an avenue for enhancing resident learning. However, implementing PLPs in real-world education settings presents unique challenges. To realise the potential of PLPs, we must understand the factors that influence the quality of PLP implementation. The purpose of this study was to explore the use and implementation of PLPs during residency training from the residents' and academic advisors' perspectives within a competency-based residency programme.
We conducted semi-structured interviews with residents (n = 18) and academic advisors (n = 9) in an Internal Medicine residency programme at a Canadian academic centre. Interviews were audio recorded, transcribed verbatim and analysed using open coding.
Three higher order themes were developed to represent the participants' perceptions of implementing PLPs in a competency-based residency programme: (a) setting the stage for learning, (b) fostering meaningful engagement and (c) learning through reflection. Results indicated that implementing PLPs requires collaboration between residents and academic advisors and supports from the broader programme and institution. PLP implementation is an iterative process that can provide a salient avenue for reflection and the development of self-regulation skills.
PLPs can be a useful tool to foster self-regulated learning skills in residency education. It is imperative to consider how social and environmental supports can be enacted to facilitate engagement with, and implementation of, PLPs.
个人学习计划（PLPs）在研究生医学教育中作为提高住院医师学习的一种途径已受到关注。然而，在实际教育环境中实施个人学习计划面临着独特的挑战。为了实现个人学习计划的潜力，我们必须了解影响个人学习计划实施质量的因素。本研究的目的是从基于胜任力的住院医师培训项目中的住院医师和学术导师的角度，探讨个人学习计划在住院医师培训期间的使用和实施情况。
我们对加拿大一个学术中心内科住院医师培训项目中的住院医师（n = 18）和学术导师（n = 9）进行了半结构化访谈。访谈进行了录音，逐字转录，并使用开放式编码进行分析。
形成了三个更高层次的主题来代表参与者对在基于胜任力的住院医师培训项目中实施个人学习计划的看法：（a）为学习搭建舞台，（b）促进有意义的参与，（c）通过反思学习。结果表明，实施个人学习计划需要住院医师和学术导师之间的合作以及更广泛的项目和机构的支持。个人学习计划的实施是一个迭代过程，可以为反思和自我调节技能的发展提供一个显著的途径。
个人学习计划可以成为在住院医师教育中培养自我调节学习技能的有用工具。必须考虑如何提供社会和环境支持，以促进对个人学习计划的参与和实施。
