Individualized Learning Plans

Individualized Learning Plan Template for Family Medicine Residents

ILP Template developed by the STFM CBME Task Force for use in family medicine residency programs
Downloadable Tips for Implementing Individualized Learning Plans (pdf)

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 reviewed and discussed at least twice a year.
- The resident should fill out the ILP prior to each meeting with the 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.

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.

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.

Read the ACGME Family Medicine Program Requirements

Read the ACGME Executive Summary on Individual Learning Plans

CBME Toolkit Home Page