Individualized Learning Plans: Basics and Beyond (original) (raw)
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Academic pediatrics, 2018
The Council on Medical Student Education in Pediatrics and Association of Pediatric Program Directors developed a Pediatric Subinternship (CAPS) curriculum for use with an individualized learning plan (ILP). The authors determined which learning objectives (LOs) pediatric subinterns selected when provided the CAPS curriculum, summarized students' self-reported progress, and determined feasibility of ILPs in subinternship. Students from 10 medical schools completed a standardized ILP during pediatric subinternship. Students listed ≥3 LOs using CAPS curriculum as a guide and self-assessed their progress. Students reviewed ILPs with faculty preceptors; preceptors completed questionnaires on time and effort spent. Authors mapped student LOs to CAPS curriculum objectives and grouped in Accreditation Council for Graduate Medical Education competency domains. Two hundred four students documented 850 LOs. Authors mapped student LOs to 61 of the 69 CAPS objectives (88%). Students most co...
Look before you LEAPP : An interprofessional approach to bedside pediatric inpatient procedures
BMJ Quality Improvement Reports, 2013
The Golisano Children's Hospital at Upstate Medical University is a 71 bed children's hospital within a hospital, serving nearly two million people in Central New York. Minor procedures occur daily in all children's hospitals, yet team coordination when planning for these procedures is often overlooked. LEAPP™ is a mnemonic for: Listen, Evaluate, Anticipate, Plan, and Proceed. The "Look before You LEAPP™" program was developed by a group of nurses, child life specialists, faculty, a chief resident and a fellow. LEAPP™ is a team-based program providing consistent care to all children undergoing inpatient procedures. It improves patient satisfaction and reduces procedural distress. Through LEAPP™ steps, teams are created at point of care-at the bedside or treatment room of inpatient units. Educational goals are linked to the practical goal of cooperation for good health care. The approach uses an online educational module for residents, students and nurses to introduce an innovative protocol and a planning tool.1 Pocket cards, promotional pens, and logo door-clings, purchased through grant funds (The Foundation for Upstate Medical University) were initially used to encourage participation. Pre/post observations of procedural planning and performance of the nurse, caregiver, physician, childlife specialist and independent observer included patient and family preparation, pain and anxiety, staffing and supplies, and satisfaction. Fifty procedures were assessed pre-implementation and 28 post implementation. Although satisfaction with procedures improved between pre and post LEAPP™ implementation, there were overall differences in satisfaction with procedural management and pain/anxiety control by physicians, caregivers, and staff that remained statistically significant. Interdisciplinary bedside teamwork can be used to support interprofessional education and this education can similarly be used to support improved patient outcomes. Problem Each day, hospitalized children undergo a range of minor procedures, such as peripheral lines, blood draws, dressing changes, wound and burn care, incision and drainage, packing removals, lumbar punctures, "bedside" scoping or other procedures.
Physicians Training Project. Final Report
1997
This final report desz:ribes the accomplishments and activities of a project which developed, implamented, and evaluated training activities for medical students, pediatric residents, and practicing physicians to enhance their understanding of and involvement with early intervention and the special education system in Connecticut. The training content developed for medical students is presented in nine self-study manuals grouped under the headings of philosophy, service delivery models, and collaboration. The training content for residents involved presentations, three self-paced training manuals, and practicum experience. Practicing physicians were given presentations and printed materials. Project evaluation focused on the training activities, participant outcomes, and family perceptions of the participants. The project provided training to 30 medical students, 28 pediatric residents, and about 350 practicing physicians. A booklet for physicians was distributed to 500 physicians and a booklet for parents to 400 families. Most of the report consists of appendixes which include: (1) the nine manuals for medical students; (2) the curriculum materials for residents; (3) results of curriculum evaluation by residents; (4) a report on a survey of Connecticut pediatricians concerning early intervention and special education; (5) a summary of the seminars for physicians; and (6) a document on trends in inclusive pediatric services. The main report contains 17 references. Some appendices also contain references. (DB)
Journal, physical therapy education, 2017
BACKGROUND AND PURPOSE Professional physical therapist (PT) education programs must prepare graduates to effectively provide physical therapy for patients throughout the lifespan. 1-3 Guidelines, models, standards, and competencies are available to develop the pediatric curricular content but are not prescriptive in how these standards are met. 1-6 Less than 1% of programs report using the lifespan approach in their curricular model. 7 The number of hours devoted to pediatric content and delivery methods continue to vary among programs in the United States. 8,9 Schreiber et al 8 found that 70% (n = 151) of respondents reported including at least 1 stand-alone pediatric course but did not elaborate on expected student outcomes related to pediatric practice addressed by the course.
Medical Teacher, 2012
Background: Individualized Learning Plans (ILPs) are an effective tool for promoting self-directed learning among residents. However, no literature details ILP use among medical students. Methods: Fifty fourth-year sub-interns in pediatrics and internal medicine created ILPs, including a self-assessment of strengths and weaknesses based on ACGME core competencies and the setting of learning objectives. During weekly follow-up meetings with faculty mentors and peers, students discussed challenges and revised goals. Upon completion of the rotation, students completed a survey of Likert-scale questions addressing satisfaction with and perceived utility of ILP components. Results: Students most often self-identified strengths in the areas of Professionalism and Interpersonal and Communication Skills and weaknesses in Patient Care and Systems-Based Practice. Eighty-two percent set at least one learning objective in an identified area of weakness. Students expressed high confidence in their abilities to create achievable learning objectives and to generate strategies to meet those objectives. Students agreed that discussions during group meetings were meaningful, and they identified the setting learning objectives and weekly meetings as the most important elements of the exercise. Conclusions: Fourth-year sub-interns reported that ILPs helped them to accomplish rotation goals, with the setting of learning objectives and weekly discussions being the most useful elements.
Implementation of Standardized Patient Program Using Local Resources in Avalon School of Medicine
Shiraz University of Medical Sciences, 2018
Introduction: The standardized Patient Program (SPP) is a standard educational training method which provides the preclinical students a better clinical foundation by linking the realm of clinical medicine to basic sciences. It incorporates a modern simulation technique and enhances the ability of the students wherein they can practice, apply and learn the basics of patient encounter. The main objective of this study was to analyze the implementation and efficiency of the SPP in Avalon University School of Medicine (AUSOM). Methods: A quasi-experimental "before-and-after" study design was conducted among the 3 rd Semester (MD3) medical students at AUSOM. 24 students voluntarily participated in the study. The effectiveness of the program was evaluated after comparing the summative examination scores before and after implementation of the SPP (graded in 100 points system). Mean scores were calculated and a comparison of the change in scores was made, using a paired t-test in Stata (©Stata corp). Results: The mean final summative clinical skills examination scores of the students before and after the introduction of the SPP were 78.46±6.62 (SEM: 1.35, range: 89-70) and 86.54±6.41 (SEM: 1.31, range: 98-65), respectively. There was a statistically significant increment (t=5.5058, p=0.0001) in the scores of the students after the introduction of the SPP. Conclusion: Introduction and implementation of SPP at AUSOM at preclinical years increased the overall students' performance in clinical skills. It is necessary that medical schools implement SPP early in preclinical years to strengthen learning and inoculate necessary clinical skills in medical students.