Medical students’ action plans are not specific

Jo Hart, Lucie Byrne-Davis, Valerie Wass, Chris Harrison

Research output: Contribution to journalArticlepeer-review

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Abstract

Background: Action plans have been shown to be important in changing behaviour. In learners, action plans have been proposed as a mechanism by which feedback leads to increase in expertise, with feedback leading to action plans, leading to changes in learning behaviours, leading to improvement. However, little is known about the extent that students are able to make specific actions plans that relate to the feedback they are given.
We explored: whether medical students created action plans after feedback; the quality of those plans; and whether the action plans related to feedback given.

Methods: We collected data from a communication session in year 1 medical students, on the feedback they were given and the action plans they made for improvement.

Results: Most students (185/196, 94%) made one or more action plans but only 31/196 (16%) made one or more action plans that were directly related to the feedback given to them.

Discussion: Whilst educators may include action planning in education; students are not making specific enough action plans to affect change. Future work should include support for students in making better quality action plans.
Original languageEnglish
Pages (from-to)1-5
JournalClinical Teacher
Volume15
Early online date28 Sept 2018
DOIs
Publication statusPublished - Sept 2018

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