Original Publication
Open Access

Individualized Learning Plans: Faculty as Facilitators

Published: May 19, 2009 | 10.15766/mep_2374-8265.1684

Included in this publication:

  • User's Guide ILP.doc
  • Individualized Learning Plans.ppt
  • How Are The ILPs Really Going.ppt
  • Faculty ILP Template.doc
  • Faculty Self-Efficacy Scale.doc
  • ILP FAQ.doc
  • Annotated Bibliography.doc

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.


Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.

Abstract

Introduction: Individualized learning plans (ILPs) are documented personal learning objectives developed by a learner with the help of a facilitator. The Pediatric Residency Review Committee requires residents to accomplish one ILP per year. Faculty members, including program directors, who are newly responsible for facilitating development of resident ILPs may feel unprepared for the task. They are likely unfamiliar with the concepts of ILPs, and most have not created an ILP of their own. Methods: This paper-based faculty development curriculum is designed to educate faculty members on ILPs. The materials include a didactic introduction regarding ILPs and an overview of adult learning theory and self-assessment, an annotated bibliography citing current articles on these topics, a frequently asked question handout, a framework for accomplishing their own ILP, and a faculty "ILP Self-Efficacy Scale." The faculty learners are encouraged to learn at their own pace, however the didactic component should be executed in a group. Results: After presentation of the didactic portion of this curriculum at a national meeting, a number of program directors requested access to the material. At the Association of Pediatric Program Directors (APPD) Spring Meeting, 18 out of 18 evaluations rated the workshop "excellent" or "very good," while 18 out of 18 reported they would recommend this workshop/curriculum to others. Additionally, at the Fall APPD Meeting 2007, 38 participants (out of 38 that returned the evaluation) reported that the material presented was "very helpful” to "helpful." Discussion: The significance of the work is that the concepts and practices with ILPs are very new, thus there is a paucity of data on faculty involvement and development regarding them. This information is an organized, step-by-step approach to educating faculty about ILPs and self-directed learning concepts.


Educational Objectives

By the end of the module, the learner will be able to:

  1. Define and explain concepts associated with the individualized learning plans (ILPs) including self-assessment, self-reflection, adult learning theory, and facilitator roles.
  2. Identify and understand cogent concepts regarding ILPs based on current educational literature.
  3. Build an ILP with effective goals and strategies.

Author Information

  • Ann Burke, MD: Wright State University Boonshoft School of Medicine

Disclosures
None to report.

Funding/Support
None to report. 

Prior Presentations
Burke AE, Co JP, Mahan J et al. Individualized learning plans: a primer for tools and concepts for success! Presented at: Association of Pediatric Program Directors Annual Meeting; April 2008; Honolulu, HI.

Burke AE. Individualized learning plans. Presented at: Association of Pediatric Program Directors Fall Meeting; September 2007; Arlington, VA.



Citation

Burke A. Individualized learning plans: faculty as facilitators. MedEdPORTAL. 2009;5:1684. https://doi.org/10.15766/mep_2374-8265.1684