Resident identification of learning objectives after performing self-assessment based upon the ACGME core competencies.

Abstract

BACKGROUND: Self-assessment is increasingly being incorporated into competency evaluation in residency training. Little research has investigated the characteristics of residents' learning objectives and action plans after self-assessment. OBJECTIVE: To explore the frequency and specificity of residents' learning objectives and action plans after completing either a highly or minimally structured self-assessment. DESIGN: Internal Medicine residents (N = 90) were randomized to complete a highly or minimally structured self-assessment instrument based on the Accreditation Council for Graduate Medical Education Core Competencies. All residents then identified learning objectives and action plans. MEASUREMENTS: Learning objectives and action plans were analyzed for content. Differences in specificity and content related to form, gender, and training level were assessed. RESULTS: Seventy-six residents (84% response rate) identified 178 learning objectives. Objectives were general (79%), most often focused on medical knowledge (40%), and were not related to the type of form completed (p > 0.01). "Reading more" was the most common action plan. CONCLUSIONS: Residents commonly identify general learning objectives focusing on medical knowledge regardless of the structure of the self-assessment form. Tools and processes that further facilitate self-assessment should be identified.