Purpose: Evaluate attitudes of matched fourth year medical students (MS4s) in OB/GYN towards hypothetical individualized learning plans (ILPs).
Background: One component of reimagining the transition to residency is to develop ILPs for graduating MS4s. These would provide MS4s with specific learning goals to start their intern year (PGY1). Additionally, sharing these ILPs with program directors (PDs) may allow for individualized coaching to ease the transition from MS4 to PGY1.
Methods: MS4s enrolled in a residency preparatory curriculum were asked to complete a pre-curriculum survey, which included questions about their attitudes towards ILPs and sharing them with PDs. Descriptive statistics were used to summarize the data. Associations between likelihood of sharing an ILP and self-described confidence were made using Chi square test.
Results: \"915 MS4s answered questions about ILPs. Students generally desired ILPs (668/915 or 73.0% “agree” or “strongly agree”). Their attitudes were ambivalent towards sharing ILPs with their PD (298/914 or 32.6% “agree” or “strongly agree
Discussions: 369/914 or 40.3% “neutral”). Those agreeing to share ILPs had higher confidence ratings in their medical knowledge (38.6% vs 29.3%, p< 0.01), self-perception of strengths and weaknesses (35.4% vs 28.8%, p=0.04), and personal wellness (37.3% vs 29.2%, p=0.01).
Topics: CREOG & APGO Annual Meeting, 2023, Student, Resident, Faculty, Clerkship Director, Osteopathic Faculty, Residency Director, Practice-Based Learning & Improvement, GME, UME,
Primary Author R. Nicholas, Burns; MD, FACOG; Second Author Fei, Cai; Third Author Elizabeth, Southworth; Fourth Author Sarah, Santiago; Fifth Author Emily, Fay; Sixth Author Alyssa, Stephenson-Famy
