期刊
ACADEMIC PEDIATRICS
卷 10, 期 2, 页码 124-130出版社
ELSEVIER SCIENCE INC
DOI: 10.1016/j.acap.2009.12.007
关键词
individualized learning plan; medical education; self-directed learning; survey
类别
资金
- Association of Pediatric
- Bronx-Lebanon
- Upstate New York
- University of California Los Angeles
- Lutheran General
- University of Connecticut
- New York Presbyterian Hospital Cornell
- St Vincent
- Texas Tech
- Carolinas Medical
- Blank Children's
- Louisiana State University New Orleans
- Driscoll Children's
- University of Missouri
- St Baniabas
- University of Nebraska Medical Center/Creighton
- University of Kansas
- New York Methodist Hospital
- Coopers
- University of Vermont
- University of Utah
- University of New Mexico
- Medical College of Georgia
- Naval Medical Center
- Marshfield Clinic
- Orlando Health
- Goryeb
- Marshall University
- Medical College of Wisconsin
- St Joseph's Hospital and Medical Center, Phoenix
- University of California, Davis
- Tripler Army
- West Virginia University Morgantown
- East Tennessee State University
- Elmhurst
- University of Colorado
- St Louis University
- Medical University of South Carolina
- University of Washington
- Harbor-University of California Los Angeles
- Jersey Shore University
- A.I. du Pont/Jefferson
- University of South Alabama
- University of California, San Francisco
- Morehouse School of Medicine
- Kaiser Los Angeles
- Maine Medical Center
Objective.-The aim of this study was to determine whether resident or program characteristics are associated with effective self-directed learning of residents. Methods.-A cross-sectional survey of pediatric and medicine/pediatric residents and program directors from a nationally representative sample of residency programs was conducted. Self-directed learning efficacy was measured by resident-reported progress on learning goals from their most recent individualized learning plan (ILP). Multilevel linear regression models were used to analyze the relationship between learner and program characteristics and self-directed learning efficacy of residents. Results.-All program directors of participating programs (N = 46) completed the survey; the response rate from residents was 57% (992/1739). At the time of the survey, 78% of residents had previously written an ILP. Most residents achieved moderate self-directed learning efficacy. The most important factors associated with greater self-directed learning efficacy included using a system to track one's own progress in achieving learning goals, higher score on a propensity toward lifelong learning scale, and reporting greater confidence in self-directed learning abilities. Program characteristics, including program-level support for ILPs, had little or mixed association with resident self-directed learning efficacy. Conclusions.-The most important factors associated with effective self-directed learning were resident characteristics. Our findings imply that residency programs should invest their limited resources in curricula that help residents develop measurable goals and systems for tracking progress toward goal attainment. Since propensity toward lifelong learning was an important factor, medical schools and residency training programs should enhance their efforts to develop this characteristic in learners.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据