A mixed methods exploration of the emergence of goal orientation in medical students’ individualized learning plans

Abstract

Purpose

Goal orientation (GO) describes an individual’s approach to different achievement situations. Understanding the motivations and approach to achieving goals of medical students is vital with the increasing emphasis on self-directed learning. The purpose of this study was to identify themes in self-improvement reflections that relate to each GO dimension (learning, performance-prove, and performance-avoid).

Methods

A sequential explanatory mixed methods design was used. GO data was used to categorize students into groups aligning with the GO dimension identified in the previous stage of quantitative analysis. Individualized learning plans (ILPs) for each GO dimension group were coded inductively to identify emergent themes related to goal setting and achievement.

Results

The learning GO group was the largest of the three GOs. Five themes were identified from inductive analysis: importance of practice, identifying elements that helped, identifying structural barriers, opportunities for improvement, and acknowledging experience. While these themes occur across GO, patterns exist within their ILPs based on GO.

Conclusions

We identified common themes for motivations of medical students, and these motivations might differ depending on their GO. Further exploration into the themes over the course of their training will provide additional insights on what factors may be involved in student motivations towards learning and achievement. Educators can use this information to individualize feedback and students can better understand their motivations towards achieving goals.

Keywords:

• Medical students
• goal orientation
• individualized learning plans

Acknowledgements

The authors wish to thank Dr. Kelly Lockeman for her review of the manuscript, and also Brieanne Dubinsky for her assistance with pulling data.

Authors’ contributions

All authors have made substantial contributions to the conception of the work, analysis, or interpretation of the data for the work. All authors were part of drafting the initial manuscript and the revision and have approved the final version submitted. They have agreed to be accountable for aspects of the work.

Previous presentations

This study was accepted for virtual poster presentation at Learn Serve Lead: AAMC 2020.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Glossary

Goal orientation: Disposition and reactions to different achievement situations and may vary based on different circumstances.

Self-directed learning: Learning approach where the learner ‘takes responsibility for their own learning and has internal motivation to develop, implement, and evaluate their approach to learning’ (Gandomkar and Sandars 2018).

Individualized learning plan: Tool used in developing self-directed, lifelong learning skills (Li and Burke 2010).

Additional information

Funding

The author(s) reported there is no funding associated with the work featured in this article.

Notes on contributors

Ashlie S. Tseng

Ashlie S. Tseng, MD, is an Assistant Professor of Pediatrics at the Virginia Commonwealth University (VCU) School of Medicine and a pediatric hospitalist at the Children’s Hospital of Richmond (CHoR) at VCU. She is the Program Director of the Pediatric Hospital Medicine (PHM) fellowship and the Associate Program Director and QI Track Director for the Pediatrics residency at VCU Health/CHoR at VCU. Her primary interests include medical education, autonomy and professional development, and promoting quality improvement education in trainees.

Cherie Edwards

Cherie Edwards, PhD, is an Assistant Professor in the office of Assessment, Evaluation, and Scholarship at Virginia Commonwealth University School of Medicine.

Meagan Rawls

Meagan Rawls, MS, is a program coordinator in the office of Assessment, Evaluation, and Scholarship in the VCU School of Medicine. She is a doctoral candidate in the VCU School of Education and research interests include individual differences and educational outcomes, medical student and resident well-being, and residents’ experiences with the clinical learning and work environment.

Melissa McGinn

Melissa McGinn, PhD, is an Associate Professor in the Department of Anatomy and Neurobiology at Virginia Commonwealth University School of Medicine. She teaches gross anatomy, neuroscience, and histology to medical, dental, and graduate students and her research interests include anatomical sciences and medical education.

Nicole Wieghard

Nicole Wieghard, MD, is an Assistant Professor in the Department of Surgery, Division of Colon and Rectal Surgery and Associate Program Director for the General Surgery Residency.

Sally A. Santen

Sally A. Santen, MD, PHD, is a Senior Associate Dean of Assessment Evaluation and Scholarship at Virginia Commonwealth University School of Medicine and Professor of Emergency Medicine and Medical Education, University of Cincinnati College of Medicine.

Nicole M. Deiorio

Nicole M. Deiorio, MD, is an Associate Dean for Student Affairs and Professor, Emergency Medicine at Virginia Commonwealth University School of Medicine. Here, she runs the coaching program for undergraduate medical education and has experience creating other coaching programs as well. She co-chaired the 2018 American Medical Association Coaching Thematic Meeting and works with the Association of American Medical Colleges Core Entrustable Professional Activities group, particularly in the intersection of coaching and EPA attainment. Her other curricular interests include professional identity formation and the transition to residency. Her research experience includes coaching, investigating the residency selection process, and outcomes in competency-based undergraduate medical education. She has received multiple local and national awards for teaching and education leadership.