Motivating Learning and Assessing Outcomes in Continuing Medical Education Using a Personal Learning Plan

2012 ◽  
Vol 32 (4) ◽  
pp. 287-294 ◽  
Author(s):  
Virginia A. Reed ◽  
Karen E. Schifferdecker ◽  
Mary G. Turco
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Personal Learning ◽  
Learning Plan ◽  
Personal Learning Plan

scholarly journals Learning portfolios in psychiatric training

2007 ◽  
Vol 31 (8) ◽  
pp. 310-312 ◽  
Author(s):  
Kitty Seed ◽  
Lisa Davies ◽  
Ronan J. McIvor
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Psychiatric Training ◽  
Junior Doctors ◽  
Personal Learning ◽  
Learning Plan ◽  
Life Long Learning ◽  
Medical Careers ◽  
Training Programmes ◽  
Personal Learning Plan

Major changes are taking place in the way doctors are trained and assessed. A new curriculum, devised by the Academy of Medical Royal Colleges on behalf of Modernising Medical Careers, will be implemented for current junior doctors as part of the foundation and specialist training programmes. Every junior doctor will be expected to have a ‘personal learning plan’ to guide professional development and assist appraisal, and to build a portfolio to document their experiences. This marks a shift from traditional summative (i.e. examinations-based) evaluation to the use of more formative methods based on experience and workplace assessment. It reflects greater emphasis on continuing professional development and life-long learning (Wilkinson et al, 2002).

scholarly journals Mining reflective continuing medical education data for family physician learning needs

2016 ◽  
Vol 23 (1) ◽  
pp. 439 ◽  
Author(s):  
Denice Colleen Lewis ◽  
Pierre Pluye ◽  
Charo Rodriguez ◽  
Roland Grad
Keyword(s):  
Medical Education ◽  
Continuing Medical Education ◽  
Mixed Methods Research ◽  
Program Planning ◽  
Assessment Method ◽  
Qualitative Description ◽  
Learning Needs ◽  
Personal Learning ◽  
Education Data ◽  
Potential Applications

A mixed methods research (sequential explanatory design) studied the potential of mining the data from the consumers of continuing medical education (CME) programs, for the developers of CME programs. The quantitative data generated by family physicians, through applying the information assessment method to CME content, was presented to key informants from the CME planning community through a qualitative description study.The data were revealed to have many potential applications including supporting the creation of CME content, CME program planning and personal learning portfolios.

scholarly journals What Works in Appraisal Meetings for Newly Graduated Doctors? – and What doesn't ?

2021 ◽  
Author(s):  
Marianne Kleis Møller ◽  
Anita Sørensen ◽  
Pernille Andreassen ◽  
Bente Malling
Keyword(s):  
Medical Education ◽  
Clinical Skills ◽  
Postgraduate Medical Education ◽  
Educational Goals ◽  
Clinical Rotation ◽  
Structured Interviews ◽  
Advisory Program ◽  
Personal Learning ◽  
Learning Plan ◽  
Self Confidence

Abstract Background: In Denmark, an educational advisor is assigned to all doctors in each clinical rotation of postgraduate medical education. The advisor conducts at least three appraisal meetings with the trainee to guide and oversee his/her work and learning progress.This study explores why trainees evaluated the advisory program as either beneficial (successes) or not beneficial (non-successes). Methods: Inspired by the Success Case Method, a survey was conducted among all 129 doctors employed in their first six-month clinical rotation of postgraduate medical education in the Central Denmark Region. A cluster analysis resulted in groups with eight successes and seven non-successes. Semi-structured interviews were conducted with six successes and five non-successes. Results: In contrast to non-successes, the successes had longer appraisal meetings and their advisor introduced them to purpose and process of meetings including use of the personal learning plan. Successes received feedback on clinical skills, overall global performance and career plans. The successes perceived their advisors as prepared, skilled and motivated and the advisor acted as a contact person.To the successes, the appraisal meetings fostered clarification of and reflections on educational goals, progress and career as well as self-confidence and a sense of security. Conclusion: Success with appraisal meetings seemed to depend on advisor’s skills and motivation including willingness to prioritize time for this task. The results from this study indicate the importance of faculty development. It also raises the question if all doctors should serve as advisors or if this task should be assigned to the most motivated candidates.

Continuing Medical Education

2000 ◽  
Vol 2 (2) ◽  
pp. 154-154 ◽  
Author(s):  
Wayne F. Larrabee ◽  
Arlen D. Meyers
Keyword(s):  
Medical Education ◽  
Continuing Medical Education
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