Caverzagie KJ, Shea JA, Kogan JR
Resident identification of learning objectives after performing self-assessment based upon the ACGME core competencies. [Journal Article]
J Gen Intern Med 2008 Jul; 23(7):1024-7.
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.
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