Impact of individualized learning plans on United States senior medical students advanced clinical rotations
The individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We cond...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Korea Health Personnel Licensing Examination Institute
2016-11-01
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| Series: | Journal of Educational Evaluation for Health Professions |
| Subjects: | |
| Online Access: | http://jeehp.org/upload/jeehp-13-39.pdf |
| _version_ | 1797714407138000896 |
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| author | Amalia Guardiola Michelle S. Barratt Emma A. Omoruyi |
| author_facet | Amalia Guardiola Michelle S. Barratt Emma A. Omoruyi |
| author_sort | Amalia Guardiola |
| collection | DOAJ |
| description | The individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We conducted a survey of graduating medical students that contained both quantitative and open-ended questions regarding the students’ experiences with the ILP during their advanced practice clerkship from July 2014 to March 2016. We systematically identified and compiled themes among the qualitative responses. Responses from 294 out of 460 subjects were included for analysis (63.9%). Ninety students (30.6%) reported that the ILP was definitely reviewed at the midpoint and 88 (29.9%) at the final evaluation. One hundred sixty one students (54.8%) felt the ILP provided a framework for learning. One hundred sixty one students (61.6%) felt it was a useful tool in helping open a discussion between the student and faculty. The qualitative data was grouped by areas most mentioned and these areas of concern centered on lack of faculty knowledge about ILP, time to complete ILP, and uncertainty of appropriate goal setting. The majority of students perceive the ILP to be helpful. Our results suggest that active intervention is needed by dedicated and trained faculty to improve ILP utilization. It is recommended that faculty gives students examples of learning goals to create their own learning framework and encourages them to discuss and review the ILP. |
| first_indexed | 2024-03-12T07:52:32Z |
| format | Article |
| id | doaj.art-13a5453be2184b2bbde219a266f2fbf6 |
| institution | Directory Open Access Journal |
| issn | 1975-5937 |
| language | English |
| last_indexed | 2024-03-12T07:52:32Z |
| publishDate | 2016-11-01 |
| publisher | Korea Health Personnel Licensing Examination Institute |
| record_format | Article |
| series | Journal of Educational Evaluation for Health Professions |
| spelling | doaj.art-13a5453be2184b2bbde219a266f2fbf62023-09-02T20:30:13ZengKorea Health Personnel Licensing Examination InstituteJournal of Educational Evaluation for Health Professions1975-59372016-11-011310.3352/jeehp.2016.13.39224Impact of individualized learning plans on United States senior medical students advanced clinical rotationsAmalia GuardiolaMichelle S. BarrattEmma A. OmoruyiThe individualized learning plan (ILP) is a tool that promotes self-directed learning. The aim of this pilot study was to look at the perception of the ILPs in United States senior medical school students as a way to improve their learning experience during their advanced practice clerkship. We conducted a survey of graduating medical students that contained both quantitative and open-ended questions regarding the students’ experiences with the ILP during their advanced practice clerkship from July 2014 to March 2016. We systematically identified and compiled themes among the qualitative responses. Responses from 294 out of 460 subjects were included for analysis (63.9%). Ninety students (30.6%) reported that the ILP was definitely reviewed at the midpoint and 88 (29.9%) at the final evaluation. One hundred sixty one students (54.8%) felt the ILP provided a framework for learning. One hundred sixty one students (61.6%) felt it was a useful tool in helping open a discussion between the student and faculty. The qualitative data was grouped by areas most mentioned and these areas of concern centered on lack of faculty knowledge about ILP, time to complete ILP, and uncertainty of appropriate goal setting. The majority of students perceive the ILP to be helpful. Our results suggest that active intervention is needed by dedicated and trained faculty to improve ILP utilization. It is recommended that faculty gives students examples of learning goals to create their own learning framework and encourages them to discuss and review the ILP.http://jeehp.org/upload/jeehp-13-39.pdfClinical clerkshipGoalsLearningRotationsUnited States |
| spellingShingle | Amalia Guardiola Michelle S. Barratt Emma A. Omoruyi Impact of individualized learning plans on United States senior medical students advanced clinical rotations Journal of Educational Evaluation for Health Professions Clinical clerkship Goals Learning Rotations United States |
| title | Impact of individualized learning plans on United States senior medical students advanced clinical rotations |
| title_full | Impact of individualized learning plans on United States senior medical students advanced clinical rotations |
| title_fullStr | Impact of individualized learning plans on United States senior medical students advanced clinical rotations |
| title_full_unstemmed | Impact of individualized learning plans on United States senior medical students advanced clinical rotations |
| title_short | Impact of individualized learning plans on United States senior medical students advanced clinical rotations |
| title_sort | impact of individualized learning plans on united states senior medical students advanced clinical rotations |
| topic | Clinical clerkship Goals Learning Rotations United States |
| url | http://jeehp.org/upload/jeehp-13-39.pdf |
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