The Ottawa Hospital - General Campus, 501 Smyth Rd, PO Box 209, Ottawa, ON, K1H 8L6, Canada.
The Ottawa Hospital Research Institute, Ottawa, Canada.
Syst Rev. 2024 May 14;13(1):131. doi: 10.1186/s13643-024-02553-w.
The current paradigm of competency-based medical education and learner-centredness requires learners to take an active role in their training. However, deliberate and planned continual assessment and performance improvement is hindered by the fragmented nature of many medical training programs. Attempts to bridge this continuity gap between supervision and feedback through learner handover have been controversial. Learning plans are an alternate educational tool that helps trainees identify their learning needs and facilitate longitudinal assessment by providing supervisors with a roadmap of their goals. Informed by self-regulated learning theory, learning plans may be the answer to track trainees' progress along their learning trajectory. The purpose of this study is to summarise the literature regarding learning plan use specifically in undergraduate medical education and explore the student's role in all stages of learning plan development and implementation.
Following Arksey and O'Malley's framework, a scoping review will be conducted to explore the use of learning plans in undergraduate medical education. Literature searches will be conducted using multiple databases by a librarian with expertise in scoping reviews. Through an iterative process, inclusion and exclusion criteria will be developed and a data extraction form refined. Data will be analysed using quantitative and qualitative content analyses.
By summarising the literature on learning plan use in undergraduate medical education, this study aims to better understand how to support self-regulated learning in undergraduate medical education. The results from this project will inform future scholarly work in competency-based medical education at the undergraduate level and have implications for improving feedback and supporting learners at all levels of competence.
Open Science Framework osf.io/wvzbx.
基于能力的医学教育和以学习者为中心的当前范式要求学习者在培训中发挥积极作用。然而，许多医学培训计划的分散性质阻碍了有计划和有计划的持续评估和绩效改进。通过学习者交接来弥合监督和反馈之间的连续性差距的尝试一直存在争议。学习计划是一种替代的教育工具，它可以帮助学员确定自己的学习需求，并通过为导师提供目标路线图来促进纵向评估。在自我调节学习理论的指导下，学习计划可能是跟踪学员在学习轨迹上的进度的答案。本研究的目的是总结有关学习计划在本科医学教育中具体使用的文献，并探讨学生在学习计划制定和实施的所有阶段的作用。
根据 Arksey 和 O'Malley 的框架，将进行范围综述，以探讨学习计划在本科医学教育中的使用。图书馆员将使用多个数据库进行文献检索，该图书馆员具有范围综述方面的专业知识。通过迭代过程，将制定纳入和排除标准，并改进数据提取表。将使用定量和定性内容分析来分析数据。
通过总结本科医学教育中学习计划使用的文献，本研究旨在更好地了解如何在本科医学教育中支持自我调节学习。该项目的结果将为基于能力的医学教育在本科阶段的未来学术工作提供信息，并对改进反馈和支持各级学习者产生影响。
开放科学框架 osf.io/wvzbx。
