Resident Identification of Learning Objectives after Performing Self-assessment based upon the ACGME Core Competencies

Abstract

Self-assessment is increasingly being incorporated into competency evaluation in residency training. Little research has investigated the characteristics of residents' learning objectives and action plans after self-assessment. To explore the frequency and specificity of residents' learning objectives and action plans after completing either a highly or minimally structured self-assessment. Internal Medicine residents (N = 90) were randomized to complete a highly or minimally structured self-assessment instrument based on the Accreditation Council for Graduate Medical Education Core Competencies. All residents then identified learning objectives and action plans. Learning objectives and action plans were analyzed for content. Differences in specificity and content related to form, gender, and training level were assessed. Seventy-six residents (84% response rate) identified 178 learning objectives. Objectives were general (79%), most often focused on medical knowledge (40%), and were not related to the type of form completed (p > 0.01). "Reading more" was the most common action plan. Residents commonly identify general learning objectives focusing on medical knowledge regardless of the structure of the self-assessment form. Tools and processes that further facilitate self-assessment should be identified.