goal setting and self assessment: teaching lifelong learning skills
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Goal Setting and Self Assessment: Teaching Lifelong Learning Skills. Stacy Potts, MD Allison Hargreaves, MD. Objectives. By to the end of the session, participants will be able to: Describe SMART goal setting techniques in clinical education settings - PowerPoint PPT PresentationTRANSCRIPT
Goal Setting and Self Assessment:
Teaching Lifelong Learning Skills
Stacy Potts, MD
Allison Hargreaves, MD
Objectives
By to the end of the session, participants will be able to:
1. Describe SMART goal setting techniques in clinical education settings
2. List practical methods for teaching lifelong learning strategies
3. Formulate a plan to incorporate goal setting and learner self assessment into clinical teaching
Background
• Self assessment and self-directed lifelong learning are essential to medical practice
• Knowledge doubles every 3 to 10 years
• Medical trials rose from 500 to 10,000 in the last two decades of the 20th century
• Ability to engage in lifelong self-directed learning is the single most important competence
Integrated Competency Diagram (H. Bell)
Medical Medical KnowledgeKnowledge
Patient Care
Professionalism Interpersonal and CommunicationSkills
Practice-based Practice-based Learning
System-based System-based PracticePractice
Integrated Competency Diagram
Medical Medical KnowledgeKnowledge
Patient CarePatient Care
ProfessionalismProfessionalism
Interpersonal Interpersonal and and CommunicationCommunicationSkillsSkills
System-based PracticeSystem-based Practice
Practice-based Learning
Practice Based Learning and Improvement
• Residents must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning.
Lifelong Learning
• Continuous• Supportive• Stimulating and empowering• Incorporating knowledge, values, skills,
and understanding• Spanning a lifetime• Applied• Incorporating confidence
"The hardest conviction to get into the mind of a beginner is that the education upon which he is engaged is not a college course, not a medical course, but a life course, for which the work of a few years under teachers is but a preparation." - William Osler
Experiential Learning
Concrete Experience
Reflective Observatio
nAbstract
Conceptualization
Active Experimentation
Kolb Learning Cycle
Observed Behaviors
What? So
what?Now what?
Private Learning Process
Goal Setting
Individual + Motivation = Commitment
• Active participation includes:– Defining the accomplishment– Determining the specific, measurable
outcomes– Creating the timeline – Identifying the necessary resources
Collaborative Goal Setting
• Discussion
• Compromise
• Agreement
• Bottom Up Goal Setting
Goal Creation
• Identify opportunities for goals
• Write goal statements
• Develop goals
• Formulate action plans
Goal Types
• Essential goals
• Problem-solving goals
• Innovative goals
SMARTER Goal Writing
• Specific
• Measurable
• Action-Oriented
• Realistic
• Time- and resource-constrained
• Energizing
• Relevant
Goal Setting Opportunities
• Specific learning interaction
• Rotation specific
• Advising meetings
• Semi Annual Reviews
• Portfolio development and review
Specific Learning Interaction
• Discuss learner’s past experiences
• Discuss expectations
• Develop goals for interaction
• Provide feedback
• Develop next steps
Rotation Specific
• Initial meeting to discuss goals– Include inquiry of past experiences– Co-identify needs– Document goals and action steps
• Mid rotation feedback– Review current experiences and progress towards
goals– Consider resources – Adjust goals as necessary
• End of rotation feedback– Reassess progress towards goals– Develop next steps
Advising Meetings
• Regular, scheduled meetings with
pre-identified agenda
• Long(er) term goal setting
• Calibration of self assessment
• Identifying resources
• Develop next steps (for both learner and advisor)
Semi Annual Review
• Pre-meeting preparation– Self Assessment– Goal setting– Stage of training guided
• Calibrate self assessment• Review of goals
– Develop into SMARTER goals– Discuss resources to meet goals– Develop next steps
Portfolio-based Learning
• Values past learning and experience
• Recognizes learners ability to learn and act independently
• Centrality of reflection to the learning process
• Allows meaningful links between experiences
Challis 1999
Portfolio Spectrum
Teacher Centered
Teacher Driven
Teacher Centered
Teacher DrivenLearner Centered
Learner Driven
Learner Centered
Learner DrivenMixed Model
Teacher and Learner
Collaboration
Mixed Model
Teacher and Learner
Collaboration
Little or no learner involvement
Little or no learner involvement
Learner completely in
control of design and content
Learner completely in
control of design and content
Mixed Model
Administration Driven• Biographic data*
• Test scores• Picture
• Evaluations*• Documents
• Written evals/OSCEs• Chart reviews• Precepting summaries
• Procedure logs*• Conference attendance*
Resident Driven• Reflections• Presentations• Community activities• Committee involvement• Projects
* Automatic from EValue Data
Purpose
• Development of Skills in:– Goal Setting– Self Reflection– Self Assessment– Lifelong learning
• Development of Advising System which:– Focuses on Whole
Learner
(Past, Present, and Future)
– Accesses Resources
(About learner, for learner)
Calibrating the Self Assessment
• Reviewing self assessment– Strengths– Opportunities for improvement
• Reviewing external evaluator’s assessment
• Building upon themes
• Reconciling incongruence
Collaborative Goal Setting
• Negotiate priorities
• Develop action steps
• Develop follow up plan
• FOLLOW UP
Self Reflection
What?
So what?
Now what?
Achieving Goals
• Implement the plan
• Monitor Progress
• Revise Objectives
• Restart the cycle
Take Home
• Set a goal for incorporating goal setting into your home learning environment– Make it:
• Specific• Measurable• Action Oriented• Realistic• Time and Resource Constrained• Energizing• Relevant
References
• Rouillard L. Goals and Goal Setting. 3rd edition. Oklahoma City, OK: Crisp Learning; 2003.
• Westberg J and Jason H. Fostering Learner’s Reflection and Self-Assessment. Fam Med 1994; 26:278-82.