Individualized Learning Plans in CBME
An Individual Learning Plan (ILP) is a dynamic, customized document and process that maps a learner's unique skills, interests, and career goals to specific educational strategies and academic milestones. STFM compiled a list of ILP resources for CBME in family medicine education.
Quick Access for Other CBME Toolkit Pages
Family Medicine Requirements for Individualized Learning Plans
Here's what the ACGME family medicine program requirements say about assuring resident competence through individualized learning plans.... elective experiences should be driven by each resident’s individualized education plan and address needs of future practice goals.The elective experiences should be developed with the guidance of a faculty mentor. These experiences should be evaluated through a structured approach by faculty members or other appropriate supervisors using multiple assessment methods, in different settings, and have systems for tracking and monitoring progress toward completing the individualized learning plan.The program director or their designee, with input from the Clinical Competency Committee, must:
- Assist residents in developing individualized learning plans to capitalize on their strengths and identify areas for growth;
- Create and document an individualized learning plan at least annually; and,
- Provide a system to assist residents in the individualized learning plan process, including faculty mentorship to help residents create learning goals, as well as educational experiences to meet those goals, and systems for tracking and monitoring progress toward completing the individualized learning plan.
Individualized Learning Plan Template for Family Medicine Residents
- Here is an online ILP Template developed by the STFM CBME Task Force for use in family medicine residency programs. Residents can register and create an editable ILP to share with their advisor/coach/program director.
- This ILP Template (doc) was developed by the STFM CBME Task Force for use in family medicine residency programs
- This ILP Talking Points for Coaches (doc) was developed by the CBME Task Force. This document mirrors the ILP for residents but includes notes/talking points for coaches to use when partnering with residents to create ILPs.
Strategies and Resources for Developing Individualized Learning Plans
- Downloadable Tips for Implementing Individualized Learning Plans (pdf)
- Family Medicine Focus: Individualized Learning Plans: A Crucial Tool for Learners in Difficulty
- Family Medicine Focus: Coaching With the End in Mind: Developing Coaching Skills Toward Meaningful Individual Learning Plans
- AAMC Faculty Handbook on Coaching in Graduate Medical Education (pdf)
- AMA Coaching Video Series
- AMA GME Coaching Handbook
Tips for Implementing Individualized Learning Plans
An Individualized Learning Plan (ILP) should be developed for all residents.
The ILP is an interactive process for the resident to:
- Define professional goals and realistic steps to achieving those goals
- Document current learning needs
- Report on progress toward meeting their goals and objectives.
The ILP is an iterative process involving the resident and faculty advisor and/or coach.
- ILPs should be created within the first six months of residency and reviewed and discussed at least quarterly.
- The resident should fill out the ILP prior to each meeting with the coach/faculty member.
- Each ILP builds on the previous ILP by addressing progress towards professional goals, incorporating feedback that has been received.
The ILP “How To:”
- Individual: Define long term career goals and incremental objectives that must be met to achieve those goals.
- Learning: Review previous ILPs and assessments and comment on whether previous objectives have been achieved or are still in progress.
- Plan: Reflect on 2–3 growth areas and 1 wellness objective to focus on for the next few months. These should be written in the SMART(IE) format and linked to the Core Outcomes of Family Medicine Education. Each objective should be:
- S = Specific: What needs to be accomplished?
- M = Measurable: It should be noted how success (i.e. achievement of the objective) will be measured.
- A = Attainable: The objective needs to be realistic.
- R = Relevant: The objective should help the resident progress toward meeting career goals and the Core Outcomes of Family Medicine Education.
- T = Time-bound (or time-based): When is the deadline for accomplishing the objective?
Consider and note how objectives can prepare residents to address the unique and often disparate health needs of patient populations (I = Inclusive; E = Equitable).
Faculty advisors/coaches should assist residents in linking the objectives to the Core Outcomes of Family Medicine Education.
Advancing the ILP:
- The ILP template available in this CBME toolkit (above) is meant to be a starting point for residencies. It can be modified and expanded on based on the culture and educational needs of individual residency programs.
Published Papers on Individualized Learning Plans
Learn more about developing and implementing individualized learning plans.
- Pearson R, Caylor TL. Coaching With the End in Mind: Developing Coaching Skills Toward Meaningful Individual Learning Plans. [published November 4, 2024]. Fam Med. https://doi.org/10.22454/FamMed.2024.678104.
- Tulshian P. Individualized Learning Plans: A Crucial Tool for Learners in Difficulty. Fam Med. 2024;56(1):68-68. https://doi.org/10.22454/FamMed.2024.982381.
- Lockspeiser TM, Schmitter PA, Lane JL, Hanson JL, Rosenberg AA, Park YS. Assessing residents’ written learning goals and goal writing skill: Validity evidence for the learning goal rubric. Academic Medicine. 2013;88:1-6.
- Stuart E, Sectish T, Huffman L. Are residents ready for self directed learning? A pilot program of individualized learning plans in continuity clinic. Ambulatory Pediatrics. 2005;5:298-301.
- Li ST, Paterniti DA, Co JP, West DC. Successful self-directed lifelong learning in medicine: A conceptual model derived from qualitative analysis of a national survey of pediatric residents. Academic Medicine. 2010;85:1229-1236.
- Lockspeiser T, Li ST, Burke AE, Rosenberg A, Dunbar T, Gifford K, Gorman G, Mahan J, McKenna M, Reed S, Schwartz A, Harris I, Hanson J. In pursuit of the meaningful use of learning goals in pediatric residency: A qualitative study of pediatric residents. Academic Medicine. 2016; 91(6):839-46.
- Li ST, Tancredi DJ, CO JP, West DC. Factors associated with successful self-directed learning using individualized learning plans during pediatric residency. Academic Pediatrics. 2010;10:124-130.
- Reed S, Lockspeiser T, Burke AE, Gifford K, Hanson J, Mahan J, McKenna M, Rosenberg A, Li ST. Practical suggestions for the creation and use of meaningful learning goals in graduate medical education. Academic Pediatrics. 2016; 16:20-24.
- Li ST, Paterniti DA, Tancredi DJ, Burke AE, Trimm RF, Guillot A, Guralnick S, Mahan JD. Resident self-assessment and learning goal development: evaluation of resident-reported competence and future goals. Academic Pediatrics. 2015; Volume 15, (4) pp367-373.
