Evaluation of an Individualized Learning Plan Template for the Transition to Residency

Author:

Pincavage Amber T.1ORCID,Gandhi Ashish2,Falk Eli3ORCID,DiMarino Lauren4ORCID,Carbajal Douglas Ruiz5ORCID,Ayyala Uma6ORCID,Chandrasekar Jayaram7ORCID,Dentino Andrew N.8ORCID,Ferris Allison H.9ORCID,Forster Richard M.10,Hemmer Paul A.11ORCID,Masucci Nancy12,Surkis William D.13,O Valerie14ORCID,Choe John H.15ORCID

Affiliation:

1. Amber T. Pincavage, MD, is Professor of Medicine, Department of Medicine, University of Chicago;

2. Ashish Gandhi, MD, is Fellow, Division of Hospital Medicine, University of California San Francisco;

3. Eli Falk, BS, is a Medical Student, University of Chicago Pritzker School of Medicine;

4. Lauren DiMarino, DO, FACOI, FACP, is Internal Medicine Program Director, Geisinger Health System;

5. Douglas Ruiz Carbajal, BS, is Director of Education, Internal Medicine Residency Program, University of California, Los Angeles, David Geffen School of Medicine;

6. Uma Ayyala, MD, is Assistant Professor of Medicine, Baylor College of Medicine, and Deputy Chief of Staff, Michael E. DeBakey Veterans Affairs Medical Center;

7. Jayaram Chandrasekar, DO, is Internal Medicine Clerkship Director, Assistant Professor of Medicine, Department of Medicine, Loma Linda University School of Medicine;

8. Andrew N. Dentino, MD, Rio Grande Valley Graduate Medical Education Consortium;

9. Allison H. Ferris, MD, FACP, is Program Director, Internal Medicine Residency Program and Chair, Department of Medicine, Charles E. Schmidt College of Medicine, Florida Atlantic University;

10. Richard M. Forster, MD, FACP, SFHM, is Executive Vice Chair, Department of Medicine, UMass Chan Medical School;

11. Paul A. Hemmer, MD, MPH, MACP, Bethesda, MD;

12. Nancy Masucci, BS, is Division Administrator, Department of Medicine, University of Alabama at Birmingham;

13. William D. Surkis, MD, is Clinical Professor of Medicine, Department of Medicine, Sidney Kimmel Medical College, and Vice-President for Medical Education, Main Line Health System;

14. Valerie O, BA, is Assistant Director of Education and Research, Alliance for Academic Internal Medicine; and

15. John H. Choe, MD, MPH, is Associate Program Director, Internal Medicine Residency Program, and Associate Professor, Department of Medicine, University of Washington School of Medicine.

Abstract

Background Specialty-specific individualized learning plans (ILPs) have been promoted to improve the undergraduate to graduate medical education transition, yet few pilots have been described. Objective To create and report on the feasibility and acceptability of a pilot internal medicine (IM) ILP template. Methods The ILP was created by a group of diverse IM expert stakeholders and contained questions to stimulate self-reflection and collect self-reported readiness data from incoming interns. US IM residency programs were invited to pilot the ILP with interns in spring 2022. Data was used at the programs’ discretion. The pilot was evaluated by a post-pilot survey of programs to elicit perceptions of the impact and value of the ILP and analyze anonymous ILP data from 3 institutions. Results Fifty-two IM residency programs agreed to participate with a survey response rate of 87% (45 of 52). Of responding programs, 89% (40 of 45) collected ILPs, thus we report on data from these 40 programs. A total of 995 interns enrolled with 782 completing ILPs (79%). One hundred eleven ILPs were analyzed (14%). Most programs found the ILP valuable to understand incoming interns’ competencies (26 of 40, 65%) and areas for improvement (24 of 40, 60%) and thought it should continue (29 of 40, 73%). Programs estimated the ILP took interns 29.2±14.9 minutes and 21.6±10.3 minutes for faculty mentors to complete. The most common barrier was faculty mentor participation. Conclusions An ILP based on interns’ self-reported data was feasible and valuable to IM residency programs in understanding interns’ competencies and areas for improvement.

Publisher

Journal of Graduate Medical Education

Subject

General Medicine,Education

Reference16 articles.

1. The Coalition for Physician Accountability . The Coalition for Physician Accountability’s Undergraduate Medical Education-Graduate Medical Education Review Committee (UGRC): Recommendations for Comprehensive Improvement of the UME-GME Transition. Accessed December 15, 2022. https://physicianaccountability.org/wp-content/uploads/2021/08/UGRC-Coalition-Report-FINAL.pdf

2. Improving learner handovers in medical education;Warm;Acad Med,2017

3. A responsible educational handover: improving communication to improve learning;Morgan;Acad Med,2020

4. Reporting achievement of medical student milestones to residency program directors: an educational handover;Sozener;Acad Med,2016

5. Using the ACMGE milestones as a handover tool from medical school to surgery residency;Wancata;J Surg Educ,2017

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