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


METHODS
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.


METHODS
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.
Caverzagie
Kelly J
KJ
Division of Hospitalist Medicine, Henry Ford Hospital, Detroit, MI, USA. kcaverz1@hfhs.org
Shea
Judy A
JA
Kogan
Jennifer R
JR
D002983:Clinical Competence; D004521:Educational Measurement; D005260:Female; D006040:Goals; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D007396:Internship and Residency; D008297:Male; D012647:Self-Assessment