Impact of a personal learning plan supported by an induction meeting on academic performance in undergraduate Obstetrics and Gynaecology: a cluster randomised controlled trial

Hdl Handle:
http://hdl.handle.net/10147/605679
Title:
Impact of a personal learning plan supported by an induction meeting on academic performance in undergraduate Obstetrics and Gynaecology: a cluster randomised controlled trial
Authors:
Deane, Richard P; Murphy, Deirdre J
Affiliation:
Department of Obstetrics & Gynaecology, Trinity College
Citation:
Impact of a personal learning plan supported by an induction meeting on academic performance in undergraduate Obstetrics and Gynaecology: a cluster randomised controlled trial 2015, 15 (1):43 BMC Medical Education
Publisher:
BioMed Central
Journal:
BMC Medical Education
Issue Date:
2015
URI:
http://hdl.handle.net/10147/605679
DOI:
10.1186/s12909-015-0325-2
Additional Links:
http://www.biomedcentral.com/1472-6920/15/43
Abstract:
BACKGROUND: A personal learning plan (PLP) is an approach to assist medical students maximise their learning experience within clinical rotations. The aim of this study was to investigate whether medical students who created a PLP supported by an induction meeting had an improved academic performance within an undergraduate clinical rotation. METHODS: A cluster randomised controlled study was conducted over a full academic year (2012/13). The intervention was the creation of a PLP by medical students supported by an individual 'one-to-one' induction meeting between each student and a faculty member. Randomisation was by unit of rotation in which students completed the program. There were 2 clusters in the intervention group (n = 71 students) and 2 clusters in the control group (n = 72 students). Primary outcome was the overall examination score. Secondary outcomes were student attendance and student evaluation. RESULTS: There was no difference in overall examination score between the intervention group and control group (mean score 56.3 ± 4.8% versus 56.7 ± 5.6%, p = 0.64). The majority of students in the intervention group (n = 51/71, 85%) reported that the PLP and induction meeting enhanced their learning experience. Attendance at the induction meeting was identified as a key element. CONCLUSIONS: The creation of a PLP supported by an induction meeting was rated highly by students as an approach to enhance their learning experience but did not result in an improved academic performance. Further research is required to establish the role of an interim or exit meeting.
Item Type:
Article
Language:
en
Keywords:
OBSTETRICS; GYNAECOLOGY; MEDICAL EDUCATION AND TRAINING; STUDENTS
ISSN:
1472-6920

Full metadata record

DC FieldValue Language
dc.contributor.authorDeane, Richard Pen
dc.contributor.authorMurphy, Deirdre Jen
dc.date.accessioned2016-04-18T10:23:04Zen
dc.date.available2016-04-18T10:23:04Zen
dc.date.issued2015en
dc.identifier.citationImpact of a personal learning plan supported by an induction meeting on academic performance in undergraduate Obstetrics and Gynaecology: a cluster randomised controlled trial 2015, 15 (1):43 BMC Medical Educationen
dc.identifier.issn1472-6920en
dc.identifier.doi10.1186/s12909-015-0325-2en
dc.identifier.urihttp://hdl.handle.net/10147/605679en
dc.description.abstractBACKGROUND: A personal learning plan (PLP) is an approach to assist medical students maximise their learning experience within clinical rotations. The aim of this study was to investigate whether medical students who created a PLP supported by an induction meeting had an improved academic performance within an undergraduate clinical rotation. METHODS: A cluster randomised controlled study was conducted over a full academic year (2012/13). The intervention was the creation of a PLP by medical students supported by an individual 'one-to-one' induction meeting between each student and a faculty member. Randomisation was by unit of rotation in which students completed the program. There were 2 clusters in the intervention group (n = 71 students) and 2 clusters in the control group (n = 72 students). Primary outcome was the overall examination score. Secondary outcomes were student attendance and student evaluation. RESULTS: There was no difference in overall examination score between the intervention group and control group (mean score 56.3 ± 4.8% versus 56.7 ± 5.6%, p = 0.64). The majority of students in the intervention group (n = 51/71, 85%) reported that the PLP and induction meeting enhanced their learning experience. Attendance at the induction meeting was identified as a key element. CONCLUSIONS: The creation of a PLP supported by an induction meeting was rated highly by students as an approach to enhance their learning experience but did not result in an improved academic performance. Further research is required to establish the role of an interim or exit meeting.en
dc.language.isoenen
dc.publisherBioMed Centralen
dc.relation.urlhttp://www.biomedcentral.com/1472-6920/15/43en
dc.rightsArchived with thanks to BMC Medical Educationen
dc.subjectOBSTETRICSen
dc.subjectGYNAECOLOGYen
dc.subjectMEDICAL EDUCATION AND TRAININGen
dc.subjectSTUDENTSen
dc.titleImpact of a personal learning plan supported by an induction meeting on academic performance in undergraduate Obstetrics and Gynaecology: a cluster randomised controlled trialen
dc.typeArticleen
dc.contributor.departmentDepartment of Obstetrics & Gynaecology, Trinity Collegeen
dc.identifier.journalBMC Medical Educationen
dc.description.fundingNo fundingen
dc.description.provinceLeinsteren
dc.description.peer-reviewpeer-reviewen
All Items in Lenus, The Irish Health Repository are protected by copyright, with all rights reserved, unless otherwise indicated.