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Individual Learning Plans (ILPs)& Learning Portfolios:New Age Educational Tools
Anne E. Burke, M.D.Dayton Children’s
Wright State University
Grace L. Caputo, M.D., M.P.H.Phoenix Children’s Hospital
University of Arizona
Introduction to ILPs: What They Are and Are Not
Individualized Learning Plans
Background-Why the shift? The History-Where did this come from? Adult Learners and ILPs Pediatric ILPs- What is that? Brief Literature Review
Background- Why the Shift? Broader concepts of CME Changes are:
1) New and evolving recertification process 2) Continuous Professional Development
(CPD) has supplanted CME3) Life long learning is recognized as crucial
(Practice Based Learning and Improvement-PBLI)
Background-Why the Shift? “Rather than assimilating a store of
largely irrelevant information, doctors now need to develop learning skills which enable them to sift out and acquire information as and when the need arises.”
Parsell G. Contract learning, clinical learning and clinicians. Postgrad Med J. 1996;72:284-289
The History-Where did this come from? Increasing knowledge and information Donald Schon: “Practice related
learning” “Reflective practice” Self-directed learning: identifying
learning needs, finding resources to meet those needs and evaluating their achievement
Donald Schon- Learning Cycle
Clinical problem Reflection-in-action Reflection-on-action Improvement in practice Level or Zone of expertise
Donald Schon. Educating the Reflective Practitioner. Jossey-Bass Publishers, 1987
The History-Where did this come from? “In the practice-learning environment, a
physician will begin an educational activity not by entering a conference room but by reflecting on his or her practice performance.”
Barnes BE. Creating the practice-learning environment:using information technology to support a new model of CME. Acad Med. 1999; 73:278-281
The History-Where did this come from? Continuous Professional Development
Not didactic More individualized Meets needs of adult learners
CPD: In Practice Seeing patients, asking clinical questions Searching the literature Teaching
Adult Learners: Principles 1. Adults are motivated to learn as they
experience needs and interests that learning will satisfy
2. Adults’ orientation to learning is life-centered; life situations, not subjects
3. Experience is the richest resource for adults’ learning; therefore the core methodology is analysis of experienceKnowles M. The Adult Learner: A Neglected Species. 4th Ed. 1990.
Adult Learners: Principles 4. Adults have a deep need to be self-
directing; therefore the role of the teacher is to engage the learner
5. Individual differences increase with age; therefore there must be optimal provision for differences in style, time, place, etc.
Adult Learners
“That is too important to be taught; it must be learned” - Carl Rogers
Adult Learners
“I’m always ready to learn, although I do not always like to be taught”
- Winston Churchill
Adult Learners
“The best way to learn about it, is to play about it!”
-Mister Rogers
Learning Contracts
“Without question the single most potent tool I have come across in my more than half-century of experience with adult education”
Knowles M. The Adult Learner: A Neglected Species. 4th Ed. 1990:139
Learning Contracts
“Without question the single most potent tool I have come across in my more than half-century of experience with adult education”
Knowles M. The Adult Learner: A Neglected Species. 4th Ed. 1990:139
Pediatric ILPs- What is that? Learning contract Self-assessment Exercise in self reflection Formulated by the individual (resident) Guided by Facilitator A requirement
Pros
“Lends focus. Stimulating more purposeful learning”
“Allows me to re-evaluate learning needs”
“It is good to have regular discussions about my goals”
Cons
“I often don’t know what to work on” “Never enough time” “Recommendations for specific goals
would be helpful” “I’m too tired or busy to focus on my
goals”
Pros and Cons
“Although the theoretical power of the ILP approach lies with its emphasis on self-direction and individualization of learning, both residents and faculty in our program wanted more guidance, standardization, and structure.”
Stuart et al. Are Residents Ready for Self-Directed Learning? A Pilot Program of ILPs in Continuity Clinic. Ambulatory Pediatrics. Vol 5, No. 5, Sept-Oct 2005, pp298-301.
Requirements
RRC
Requirements
A Requirement (January 2006) per The Pediatric RC “Documentation of an individual learning plan
for each resident must occur annually”
Requirements “Companion Document” gives some
guidance Defines ILP
Documented personal learning objectives Strategies to achieve them
ILP Components Define goals Self-assessment
Personal attributes Clinical competency
Summarize learning needs Define learning objectives and
strategies to accomplish them
Learning Contracts
Not set in stone Recognize individual differences Involves change of attitude Product vs. Process
Parsell and Bligh. Contract learning, clinical learning and clinicians. Postgraduate Medical Journal. 1996; 72:284-289
Learning Contracts: Medical Students Primary care clerkship: four weeks 187 3rd and 4th year students Produced 517 “learner-centered goals” 60% knowledge goals 37% skill goals 3% attitudinal goals
Learning Contracts: Medical Students
Viewed as “less useful” than the clinical experiences
“As useful” as lectures and seminars Utilized a simple form
McDermott M, et al.Use of learning contracts in an office-based primary care clerkship. Medical Education. 1999;33:374-381
Self-Assessment
Self-Assessment
Poor to modest correlations with other subjective and objective assessments
Over-assessment and under-assessment are not predictable
Relative ranking model may increase reliability
Gordon M. A review of the validity and accuracy of self-assessments in health professions training. Acad Med 1991; 66 762-769
Self-Assessment The value appears to be in its ability to
force the learner to reflect on their strengths and weaknesses
Recognize how these strengths and weaknesses may impact learning and performance
Stewart J et al. Clarifying the concepts of confidence and competence to produce appropriate self-evaluation measurement scales. Med Educ 2000; 34:903-909
Self-Assessment “ At present our assessment methods stem
from the reductionist philosophy that underpins our discipline, and we are, thus, trapped by our need to compare like to like….we will continue to struggle to measure the unmeasurable, and may end up measuring the irrelevant because it is easier.”
Snadden D. Portfolios-attempting to measure the unmeasureable? Medical Education 1999;33:478-479
ILPs are not to be confused with….
Portfolios Evaluations IEPs (in the traditional sense) In the literature they are made by the
Learner for the Learner to take control of Learner needs.
ILP Queries Is it personality based? Should they be done more frequently? Does the skill of the facilitator make a
difference? Can benefit only be seen after years? What did we do before ILPs?
What is a Portfolio?
An educational portfolio is a very personal collection of artifacts and reflections about one’s accomplishments, learning strengths, and best works.
“A professional development portfolio is a collection of material, made by a professional, that records and reflects on, key events and processes in that professional’s career.” (Hall 1992)
Educational Rationale
Knowledge of adult cognitive development
Promotion of learning Enhanced assessment Promote professional development
Educational Uses Professional development (Self-directed) learning Facilitate reflection Goal setting Mentorship Self-Assessment Curriculum, competency outcomes
Encourages autonomous and reflective learning
Based on real experiences of the learner (connection between theory and practice)
Provides evidence of learning in various settings
Assessment within framework of learning objectives (formative and summative)
Model for life-long learning and continuous professional development
Challis 1999
Benefits of Portfolio-based Learning
Practical Experiences ACGME Toolbox of Assessment Methods Competency-based assessment for
physician investigators (Dannefer 2007)
Professionalism in medical students (Kalet 2007)
Self-directed learning in OB residents (Fung 200)
Mixed success in Medical Education Need for instruments that assess
competence development 30 of 1939 papers, no meta-analysis Inter-rater reliability Factors for success:
Clear goals and procedures Integration with curriculum and assessment Support through mentoring Ease of use
Driessen 2007
Barriers to Using Portfolios Implementation
Incorporation into curriculum Training of Faculty Mentors
Standardizing content vs flexibility Ease of use
Web-based enhanced student motivation
Driessen 2007
Other Uses Faculty Development (Kuhn 2004) American Board of Pediatrics –
Maintenance of Certification Self-directed learning documentation
153 of 241 physicians 3,939 items submitted Positive perceived benefit suggested
(Campbell 1996)
What MUST we document in a resident’s portfolio? Procedure log Patient log EBM activity, teaching activities Evaluations from faculty, peers, patients,
nurses, staff Observed history, physical, counseling Demonstration of clinical competence ILP with follow-up In-service exam Demonstration of teaching skills
PRACTICE BASED LEARNING & IMPROVEMENT
a) Taking primary responsibility for lifelong learning to improve knowledge, skills, and practice performance through familiarity with general and rotation specific goals and objectives and attendance at conferences
A Quality Improvement Activity Must be Documented
The program must document that residents also acquire the skills needs to analyze and improve clinical practice
. . . accomplished by participation in a quality improvement project
PCH General PediatricsClinic QI Projects
Some recent projects include: Patient Discharge Instructions Form Time Study to Evaluate the Role of the
Triage Nurse Newborn Feeding Practices Dietary Regimens for the Management of
Constipation
Technology “The program must document the
residents’ ability to use the information technology systems within the clinical setting and apply [it] to clinical care”
“In addition, the program must evaluate the competence of residents performing an evidenced-based exercise.”
Evidenced Based ExercisesMust be Documented
d) locating, appraising, and assimilating evidence from scientific studies related to their patient’s health problems
e) using information technology to optimize lifelong learning
Resident/Fellow TeachingMust be Documented
f) actively participating in the education of patients, families, students, residents, and other health professionals which should be documented by evaluations of a resident’s teaching abilities by faculty and/or learners
Bi-Annual ReviewMust be Documented!
Document meetings between an individual resident and mentor or advisor for purposes of feedback and guidance must occur at least twice a year.
There Must be Annual ILP
Documentation of an individual learning plan for each resident must occur annually
Fellows Too!
Direct Observation The RRC requires direct observation
of resident performance to document competence.
“This must be accomplished through direct observation using a structured approach with different evaluators in different settings.”
Clinical Evaluation Form
Procedural Competence All residents need to log their procedure
experience on to reliable databases Currently all procedures MUST be logged
onto the ACGME website or an equally robust database
Additionally, JHACO requires documentation and availability of resident procedural competence
Continuity Clinic Logs Currently all procedures MUST be
logged on to the ACGME website or an equally robust database Be prepared to show complied data or
diagnoses, panel size, continuity of care
Feedback – it has to come from MANY sources – not just you!
You must document effective communication and resident behaviors by Patients Families Members of the health care team
Must ensure structurededucational experiences to address the following:
Patient advocacy Risk management Cost effectiveness, cost vs. quality Health care organization, finance,
management Business management, billing and
coding Error prevention
Brainstorming
What do we already do? What do others already do? What would we like to do? How will we know when we’ve done it?
Don’t Reinvent the Wheel Identify what is already available to you both
locally and globally What are the pieces of information that you
already have in separate files around your office? Does your hospital or other programs at your
institution already have a tracking process in use for its residents management, staff, etc.?
Take advantage of roadwork already accomplished by the APPD!
Use the Share Warehouse!
The APPD is there for YOU!
“Live as if you were to die tomorrow. Learn as if you were to live forever.”
Mahatma Ghandi