畢業後一般醫學訓練內科學員的自主學習策略

Self-Directed Learning Strategies of Internal Medicine Trainees in Post-Graduate Year Training

個人化學習計畫（individualized learning plans, ILP）是少數被證實能促進住院醫師自主學習（self-directed learning）的作法。本研究就2020年8月至2022年6月間，導師利用ILP引導46位畢業後一般醫學訓練（post-graduate year training, PGY）學員，設定出92項的學習目標及撰寫的ILP表格內容做分析，以了解學員的自主學習策略。本研究發現這些ILP學習目標與一般醫學訓練內容相符，也能對應到ACGME（accreditation council for graduate medical education）六大核心能力。本研究皆在分析ILP表格的填寫內容，呈現出PGY學員在自主學習上的各種策略跟考量，並探索著重不同核心能力的學習目標之特性有何異同，其結果有助於導師引導回饋及臨床教師規劃教學。在以勝任能力為導向的醫學教育的時代，ILP會是量身打造學習經驗的關鍵，並有助於學員發展自主學習策略。

The individualized learning plans (ILP) program is one of the few measures that directly facilitate resident physicians' self-directed learning (SDL). This study analyzed the 92 learning goals generated by 46 post-graduate year training (PGY) residents with the advisor in the ILP program between August 2020 and June 2022. These PGY residents’learning goals were not only consistent with the training goals in general medicine but could also be referenced to the six core competencies of the Accreditation Council for Graduate Medical Education (ACGME). This study aims to analyze the PGY residents’texts in their ILP forms, present their strategies and considerations in SDL, and explore the similarities and differences between learning goals referenced to different core competencies. These findings would inform the advisor how to coach and give feedback to the PGY residents and help clinical teachers plan the teaching activities accordingly. ILP programs will be the key to success for tailored learning experiences in the era of competency-based medical education and help the trainees develop SDL strategies.