Council on Medical Student Education in Pediatrics

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COMSEP Meeting in Ottawa, ON

Poster Presentation:


Results of Pediatric Clerkship Students - Self-Identified Deficiencies, Interests, and Learning Style in the Individualized Learning Plan (ILP)

Authors:
Lynn J. Hernan,,El Paso,TX,John D. Ramirez,,El Paso,TX,Fatima F. Aly,,El Paso,TX

Background:  Clerkship curriculum is based on ACGME core competencies. In 2012, we developed a 1-week ILP rotation to address the Practice-Based Learning/Improvement competency.  ILPs allow awareness of deficiencies, ownership of learning, and  path to life-long learning (Stuart et al, 2005).  Effective adult learning requires active engagement and self-direction (Knowles, et al, 2005).  

Goals/Objectives:  Identify common perceived student deficiencies, interests, and learning styles.  Utilize this information to effect remediation.

Methods: Since 2012, all students completed an ILP rotation.  Each student generated a list of interests and perceived deficiencies, and provided ideas for remediation. With the Clerkship Director and Chief/Teaching Resident, each student generated their own curriculum to address the deficiencies and evaluation methods to assess progress.  Specific learning strategies included self-study, 1-on-1 or small group sessions with resident/faculty, and clinical experiences or simulation.   Since Spring of 2014, students identified their learning type and listed effective learning/study strategies.  This data was incorporated into the ILP.  The Clerkship Director characterized deficiencies as knowledge or process/skill deficiencies.  

Results:  164 students participated in the ILP and identified 408 deficiencies.

Deficiency 

Top 5 

Number (%)

Process or Skill

(n = 143, or 35%)

H&P skills

 22          (15)

Approach to pediatric imaging

 18          (13)

Generation of differential diagnosis

 12           (8)

Presentation skills

 11           (8)

Suturing skills

  9            (6)

 

 

Deficiency 

 

Top 5

 

Number (%)

Pretest (Average % Correct)

Posttest (Average % Correct)

 

Knowledge

(n = 265, or 65%)

Drugs/pediatric drug dosing

34          (13)

59

93

General knowledge/NBME

31          (12)

67

93

Developmental milestones

24            (9)

61

91

Pediatric dermatology

23            (9)

65

91

Metabolic disorders/inborn errors of metabolism

12            (5)

56

92

 The students identified 300 interests.  

Top 5 Interests

Number      (%)

Emergency Medicine

24             (8)

Surgery

22             (7)

Radiology

16             (5)

Heme/Onc

15             (5)

PICU

15             (5)

For 36 students, self-identified learning styles were kinesthetic (75%), visual (53%), and auditory (8%).  Studying strategies were repetition (17%) and solo study (22%).  No student identified group study as an effective method.

Conclusions:  Students were able to list perceived deficiencies and learning types, and objectively remediated the knowledge-based deficiencies.  Perceived deficiencies were knowledge-based (65%) and skills (35%).  Students identified themselves as kinesthetic and/or visual learners >50% of the time. These factors can be utilized when developing the ILP curriculum.