| Autor: |
Pincavage AT; is Professor of Medicine, Department of Medicine, University of Chicago., Gandhi A; is Fellow, Division of Hospital Medicine, University of California San Francisco., Falk E; is a Medical Student, University of Chicago Pritzker School of Medicine., DiMarino L; is Internal Medicine Program Director, Geisinger Health System., Carbajal DR; is Director of Education, Internal Medicine Residency Program, University of California, Los Angeles, David Geffen School of Medicine., Ayyala U; is Assistant Professor of Medicine, Baylor College of Medicine, and Deputy Chief of Staff, Michael E. DeBakey Veterans Affairs Medical Center., Chandrasekar J; is Internal Medicine Clerkship Director, Assistant Professor of Medicine, Department of Medicine, Loma Linda University School of Medicine., Dentino AN; Rio Grande Valley Graduate Medical Education Consortium., Ferris AH; is Program Director, Internal Medicine Residency Program and Chair, Department of Medicine, Charles E. Schmidt College of Medicine, Florida Atlantic University., Forster RM; is Executive Vice Chair, Department of Medicine, UMass Chan Medical School., Hemmer PA; Bethesda, MD., Masucci N; is Division Administrator, Department of Medicine, University of Alabama at Birmingham., Surkis WD; is Clinical Professor of Medicine, Department of Medicine, Sidney Kimmel Medical College, and Vice-President for Medical Education, Main Line Health System., O V; is Assistant Director of Education and Research, Alliance for Academic Internal Medicine; and., Choe JH; is Associate Program Director, Internal Medicine Residency Program, and Associate Professor, Department of Medicine, University of Washington School of Medicine. |
| Abstrakt: |
Background Specialty-specific individualized learning plans (ILPs) have been promoted to improve the undergraduate to graduate medical education transition, yet few pilots have been described. Objective To create and report on the feasibility and acceptability of a pilot internal medicine (IM) ILP template. Methods The ILP was created by a group of diverse IM expert stakeholders and contained questions to stimulate self-reflection and collect self-reported readiness data from incoming interns. US IM residency programs were invited to pilot the ILP with interns in spring 2022. Data was used at the programs' discretion. The pilot was evaluated by a post-pilot survey of programs to elicit perceptions of the impact and value of the ILP and analyze anonymous ILP data from 3 institutions. Results Fifty-two IM residency programs agreed to participate with a survey response rate of 87% (45 of 52). Of responding programs, 89% (40 of 45) collected ILPs, thus we report on data from these 40 programs. A total of 995 interns enrolled with 782 completing ILPs (79%). One hundred eleven ILPs were analyzed (14%). Most programs found the ILP valuable to understand incoming interns' competencies (26 of 40, 65%) and areas for improvement (24 of 40, 60%) and thought it should continue (29 of 40, 73%). Programs estimated the ILP took interns 29.2±14.9 minutes and 21.6±10.3 minutes for faculty mentors to complete. The most common barrier was faculty mentor participation. Conclusions An ILP based on interns' self-reported data was feasible and valuable to IM residency programs in understanding interns' competencies and areas for improvement. |
