在本科医学教育中使用学习计划的范围综述研究方案

Protocol for a scoping review study on learning plan use in undergraduate medical education.

机构信息

The Ottawa Hospital - General Campus, 501 Smyth Rd, PO Box 209, Ottawa, ON, K1H 8L6, Canada.

The Ottawa Hospital Research Institute, Ottawa, Canada.

出版信息

Syst Rev. 2024 May 14;13(1):131. doi: 10.1186/s13643-024-02553-w.

DOI:10.1186/s13643-024-02553-w

PMID:38745201

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC11095015/

Abstract

BACKGROUND

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.

METHODS

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.

DISCUSSION

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.

SCOPING REVIEW REGISTRATION

Open Science Framework osf.io/wvzbx.

摘要

背景

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。