Resident identification of learning objectives after performing self-assessment based upon the ACGME core competencies

Kelly J. Caverzagie, Judy A. Shea, Jennifer R. Kogan

Research output: Contribution to journalArticle

11 Scopus citations

Abstract

BACKGROUND: Self-assessment is increasingly being incorporated into competency evaluation in residency training. Little research has investigated the characteristics of residents' learning objectives and action plans after self-assessment. OBJECTIVE: To explore the frequency and specificity of residents' learning objectives and action plans after completing either a highly or minimally structured self-assessment. DESIGN: Internal Medicine residents (N=90) were randomized to complete a highly or minimally structured self-assessment instrument based on the Accreditation Council for Graduate Medical Education Core Competencies. All residents then identified learning objectives and action plans. MEASUREMENTS: Learning objectives and action plans were analyzed for content. Differences in specificity and content related to form, gender, and training level were assessed. RESULTS: Seventy-six residents (84% response rate) identified 178 learning objectives. Objectives were general (79%), most often focused on medical knowledge (40%), and were not related to the type of form completed (p>0.01). "Reading more" was the most common action plan. CONCLUSIONS: Residents commonly identify general learning objectives focusing on medical knowledge regardless of the structure of the self-assessment form. Tools and processes that further facilitate self-assessment should be identified.

Original languageEnglish (US)
Pages (from-to)1024-1027
Number of pages4
JournalJournal of general internal medicine
Volume23
Issue number7
DOIs
StatePublished - Jul 1 2008

Keywords

  • Graduate medical education
  • Reflective practice
  • Self-assessment

ASJC Scopus subject areas

  • Internal Medicine

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