TY - JOUR
T1 - Senior Student Goal Setting During Subinternship
T2 - A Mixed-Methods Study
AU - Stallworth, Leila E.
AU - Palladino, Christie
AU - Leggio, Lisa E.
AU - Hudson, Valera L.
AU - Elam, Rachel E.
AU - Richardson, Deborah S.
PY - 2014/7
Y1 - 2014/7
N2 - Background: New developments in Subinternship curricula attempt to establish self-directed learning skills that will translate into the 1st year of residency. However, we know little about how well senior medical students' self-directed learning goals match with what is expected of them in residency. Purposes: We designed a mixed-methods study to examine the goals set by senior students at Georgia Health Sciences University on Pediatric Subinternship and to determine how those goals relate to the 6 Accreditation Council for Graduate Medical Education (ACGME) competencies. Methods: We used an iterative process to categorize self-directed learning goals on Pediatric Subinternships (n = 188 goals generated by 57 senior students) by (a) the 6 ACGME competencies and (b) general or specific goals. We used tests of association and multivariate modeling to compare goal categories by clinical site and time of year. Results: There were 56.3% of goals addressing patient care. Professionalism and systems-based practice goals were rare. Of the goals, 72% were general, but goals written by students at the newborn nursery and neonatal intensive care unit sites were significantly more likely to be specific than goals written by students on the general inpatient subinternship. Conclusions: The overwhelming majority of senior medical student goals on a Pediatric Subinternship are general and related to patient care. Students may need assistance with developing more specific goals in all 6 competencies. Our findings suggest that understanding and incorporating students' learning goals may be important for enhancing the potential effectiveness of transition-to-residence curricula. © 2014
AB - Background: New developments in Subinternship curricula attempt to establish self-directed learning skills that will translate into the 1st year of residency. However, we know little about how well senior medical students' self-directed learning goals match with what is expected of them in residency. Purposes: We designed a mixed-methods study to examine the goals set by senior students at Georgia Health Sciences University on Pediatric Subinternship and to determine how those goals relate to the 6 Accreditation Council for Graduate Medical Education (ACGME) competencies. Methods: We used an iterative process to categorize self-directed learning goals on Pediatric Subinternships (n = 188 goals generated by 57 senior students) by (a) the 6 ACGME competencies and (b) general or specific goals. We used tests of association and multivariate modeling to compare goal categories by clinical site and time of year. Results: There were 56.3% of goals addressing patient care. Professionalism and systems-based practice goals were rare. Of the goals, 72% were general, but goals written by students at the newborn nursery and neonatal intensive care unit sites were significantly more likely to be specific than goals written by students on the general inpatient subinternship. Conclusions: The overwhelming majority of senior medical student goals on a Pediatric Subinternship are general and related to patient care. Students may need assistance with developing more specific goals in all 6 competencies. Our findings suggest that understanding and incorporating students' learning goals may be important for enhancing the potential effectiveness of transition-to-residence curricula. © 2014
KW - goal setting
KW - self-directed learning
KW - subinternship
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U2 - 10.1080/10401334.2014.910123
DO - 10.1080/10401334.2014.910123
M3 - Article
C2 - 25010232
AN - SCOPUS:84904268990
SN - 1040-1334
VL - 26
SP - 225
EP - 229
JO - Teaching and Learning in Medicine
JF - Teaching and Learning in Medicine
IS - 3
ER -