Overview
Research shows that adult learning is accelerated when individuals set specific goals, which is core to the practice-based learning and improvement (PBLI) competency and rooted in self-directed learning theory: personal goal setting, self-monitoring, and self-evaluation.  The presenters adapted the individualized learning plan (ILP), a tool for helping bridge the UME to GME transition, for use in the  third-year clerkship as a framework for learner-centered education and feedback.    The adapted ILP facilitates students appraising the medicine clerkship learning objectives within their own intrinsic motivations and long-term goals. Students  share their ILP with faculty to facilitate more targeted observations and feedback, especially during time limited interactions.  Faculty are primed to expect students to arrive with developed goals and inquire about these, re-emphasizing goal setting in the learning climateThis workshop will introduce a modified ILP to facilitate purposeful planning for clinical experiences. Participants will engage in discussions around mock ILPs from three students with diverse goals, focus areas, skill sets, and confidence levels. Small groups will discuss coaching clinical faculty to individualize 1) assigning cases and tasks, 2) aligning the faculty  expectations at the start of the rotation based on student self-reflection, 3) emphasizing different aspects of clinical skill observations for the different students, and 4) providing directed, actionable feedback aligned with e student goals and identified areas of improvement. Participants will leave the workshop empowered to offer personalized, precision-focused coaching that aligns with  student self-identified needs and  faculty expectations.

Speakers

Zeb Saeed, MBBS LeeAnn Cox, MD Haley Pritchard, MD Sacha Sharp, MA, PhD

Content Track
Faculty Development

Audience

UME

Program Type
University-Based Programs

Additional Information

Year Published: 2025 - AIMW 2025