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Rotational Learning Plans: Introducing Programmatic Tools and Practices Toward Meaningful and Continuous Goal Setting Within Residency Training

  • Raquel G. Hernandez
    Correspondence
    Address correspondence to Raquel G. Hernandez, MD, MPH, Office of Medical Education, Johns Hopkins All Children's Hospital, 601 5th St S, OCC Suite 608, St Petersburg, FL 33701.
    Affiliations
    Office of Medical Education, Johns Hopkins All Children's Hospital, St Petersburg, Fla, and the Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Md
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  • Akshata Hopkins
    Affiliations
    Office of Medical Education, Johns Hopkins All Children's Hospital, St Petersburg, Fla, and the Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Md
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  • Kimberly R. Collins
    Affiliations
    Office of Medical Education, Johns Hopkins All Children's Hospital, St Petersburg, Fla, and the Department of Pediatrics, Johns Hopkins University School of Medicine, Baltimore, Md
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      What's New
      Engaging trainees in meaningful goal setting remains a challenge in graduate medical education. We introduce the use of rotational learning plans as an innovative practice to effectively partner trainees and faculty in this process. Feasibility and perceived value are described.
      Self-directed learning and individualized goal setting are identified as skills essential to lifelong learning and becoming an effective physician.
      • Li S.T.
      • Tancredi D.J.
      • Co J.P.
      • et al.
      Factors associated with successful self-directed learning using individualized learning plans during pediatric residency.
      Recognizing the importance of developing these skills, few training programs implement practices that promote continuous, robust goal-setting habits. Additionally, few standardized tools have been developed to assist trainees in ongoing, specific goal setting. Though mandatory individualized learning plans (ILPs) provide a framework supporting self-directed learning, barriers to optimal utilization include low resident and faculty self-efficacy in writing ILPs,
      • Li S.T.
      • Burke A.E.
      Individualized learning plans: basics and beyond.
      a tendency to limit goals to medical knowledge and patient care domains, and infrequent review of ILPs.
      • Li S.T.
      • Tancredi D.J.
      • Co J.P.
      • et al.
      Factors associated with successful self-directed learning using individualized learning plans during pediatric residency.
      • Li S.T.
      • Paterniti D.A.
      • Tancredi D.J.
      • et al.
      Is residents' progress on individualized learning plans related to the type of learning goal set?.

      Keywords

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      References

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        • Tancredi D.J.
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        • et al.
        Factors associated with successful self-directed learning using individualized learning plans during pediatric residency.
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        Individualized learning plans: basics and beyond.
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