Table 5 Reported use of formal learning plans-registrar perspective
Type of learning plan use | Reasons | Quotes |
|---|---|---|
Registrar used learning plan as intended by RTP | ||
Actions: • Deliberative planning and goal setting (not just a log of learning activities). • Entered learning items into online learning planner. • Discussed learning plan with supervisor. | • Facilitated strategic planning. • Facilitated keeping track of learning and planning tasks for the weeks ahead. • Ensured outcomes were achieved (for some). • Email reminders helpful. | “I could plan and prioritise and it kind of helped because I was in a remote area … I could plan what courses and things I actually wanted to do to get those learning objectives done and that meant I could book leave.” (GP102) |
Registrar used learning plan to meet requirement but did not find it helpful | ||
Actions: • Fabricated some parts of the learning plan. • Inputting ‘easy’ learning activities for the purpose of ticking them off. • Retrospective completion (rather than prospective planning). | • Was a requirement of training but not a meaningful activity for registrar. • Forgot about goals that were initially written down. | “… I had to find it on my computer where I’d put it … because I hadn’t seen it in 6 months, and then I’m sitting there thinking, ‘What did I write last time and what am I going to write this time? And I don’t want it to look the same’” (RTP1, GPT1&2 s) |
Registrar under-used learning plan | ||
Actions: • Learning planning (process) was occurring but learning was not documented in a learning plan. • Use of learning plan intermittently. • Started but stopped using a learning plan. | • Lack of meaningful follow-up by the RTP or supervisor. • Lack of time. • Wasn’t a priority. • Didn’t find it useful. • Too complicated and overwhelming. • Forgot to use it. • Lost motivation. | “I’m a GP supervisor and a medical educator and it’s my impression that the vast majority of registrars don’t actively use learning plans.” (RTP3, Supervisors) |
“I wouldn’t get mine actually written till maybe halfway through or something like that, I’d usually have to be nagged a bit by [the RTP] to complete it.” (GP102) | ||
Registrar created their own learning plan (uncommon) | ||
Actions: • Generating own format was reported to be more efficient, more useful, and reflective of their own learning style. • Tools used for learning planning: -notebook -post-it notes -spreadsheet -pre-existing online reminder system -Word document -GoogleDocs | • Convenience • Personal preference • More useful • More accessible | “I would just do it myself, make up my own spreadsheet and do it myself on the computer.” (GP102) |
“I just found that more useful because it was real in terms of what was coming in. And to…it was accessible. Whereas I didn’t actually find the real learning plan accessible. But that’s just my style of learning. But I feel like a lot of people feel that way.” (GP202) | ||