Resident Self-Assessment and Learning Goal Development: Evaluation of Resident-Reported Competence and Future Goals

Su-Ting Terry Li, Debora A Paterniti, Daniel J Tancredi, Ann E. Burke, R. Franklin Trimm, Ann Guillot, Susan Guralnick, John D. Mahan

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


Abstract Objective To determine incidence of learning goals by competency area and to assess which goals fall into competency areas with lower self-assessment scores. Methods Cross-sectional analysis of existing deidentified American Academy of Pediatrics' PediaLink individualized learning plan data for the academic year 2009-2010. Residents self-assessed competencies in the 6 Accreditation Council for Graduate Medical Education (ACGME) competency areas and wrote learning goals. Textual responses for goals were mapped to 6 ACGME competency areas, future practice, or personal attributes. Adjusted mean differences and associations were estimated using multiple linear and logistic regression. Results A total of 2254 residents reported 6078 goals. Residents self-assessed their systems-based practice (51.8) and medical knowledge (53.0) competencies lowest and professionalism (68.9) and interpersonal and communication skills (62.2) highest. Residents were most likely to identify goals involving medical knowledge (70.5%) and patient care (50.5%) and least likely to write goals on systems-based practice (11.0%) and professionalism (6.9%). In logistic regression analysis adjusting for postgraduate year (PGY), gender, and degree type (MD/DO), resident-reported goal area showed no association with the learner's relative self-assessment score for that competency area. In the conditional logistic regression analysis, with each learner serving as his or her own control, senior residents (PGY2/3+s) who rated themselves relatively lower in a competency area were more likely to write a learning goal in that area than were PGY1s. Conclusions Senior residents appear to develop better skills and/or motivation to explicitly turn self-assessed learning gaps into learning goals, suggesting that individualized learning plans may help improve self-regulated learning during residency.

Original languageEnglish (US)
Article number676
Pages (from-to)367-373
Number of pages7
JournalAcademic Pediatrics
Issue number4
StatePublished - Jul 1 2015


  • learning goal
  • medical education
  • resident
  • self-assessment

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health


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