Are residents ready for self-directed learning? A pilot program of individualized learning plans in continuity clinic.
Changes in training and certification requirements demand that trainees and practitioners take charge of planning and documenting their ongoing learning. Individualized learning plans (ILPs) have been proposed as a tool to guide this process. We report on a pilot program using ILPs as part of the pediatric continuity clinic experience.


OBJECTIVE
The goal of the project was to explore residents' and faculty members' reactions to using ILPs when ILPs were offered as an optional tool.


METHODS
A group of 42 residents and 13 faculty members volunteered to use ILPs in continuity clinic. Nine months into the intervention, residents and faculty completed questionnaires about their experiences using ILPs. We performed a content analysis of questionnaire responses to identify perceived benefits and barriers to using ILPs.


RESULTS
ILP users reported that the program was helpful in providing a framework and focus for learning and in amplifying their awareness of the learning process. Barriers to using ILPs included lack of time and difficulty establishing and working with learning goals.


CONCLUSIONS
Our results suggest that residents are unaccustomed to taking active roles in planning their own learning. To prepare trainees for lifelong learning and continuous professional development, residency programs need to provide explicit education in the process of self-directed learning.
Stuart
Elizabeth
E
Department of Pediatrics, Stanford University, Palo Alto, CA 94304, USA. aestuart@stanford.edu
Sectish
Theodore C
TC
Huffman
Lynne C
LC
D003266:Continuity of Patient Care; D006801:Humans; D007396:Internship and Residency / Q000379:methods*; D010372:Pediatrics / Q000193:education*; D010865:Pilot Projects; D011380:Programmed Instructions as Topic