Learning needs analysis is an ongoing process that entails four distinct stages:

• Identification and analysis of learning needs by consideration of learning requirements in the curriculum, with the Ward/Service Consultant
• Creation of a proposed learning plan based on the discussion with the Ward/Service Consultant
• Implementation of an on-going learning plan through action
• Self-evaluation of the plan on a regular basis by critically reviewing progress, reassessing needs and refocussing on the learning plan as required

The Learning Needs Analysis Tool (LNAT)

The LNAT is an online tool designed to:

• Enable trainees in the PREP Program to tailor learning according to their needs and progressively build on previously acquired knowledge and skills
• Enhance face-to-face communication between trainees and their Ward/Service Consultant by providing a curriculum framework to scaffold learning for the trainee
• Provide both parties with information regarding the trainee's learning needs and progress

Using the online tool trainees can:

• Create a learning plan to cover a rotation (3-4 per year)
• Use the learning planner to select target learning objectives from the relevant Basic Training Curriculum - Adult Internal Medicine, or Paediatrics & Child Health - and also the Professional Qualities Curriculum
• Propose a learning plan to meet their learning objectives
• Submit the plan electronically

Discussion with a Ward/Service Consultant

At a face-to-face meeting, a Ward/Service Consultant provides the trainee with:

• Feedback on their training progress
• Advice on appropriate goal setting, learning opportunities and resources
• Feedback on the learning plan submitted

Implementation of the learning plan

Trainees use their learning plan, together with the curricula documents, to guide both their learning in the clinical setting and their self-study, as they work towards meeting their chosen learning objectives.
Once the learning plan has been submitted, it is the trainee’s responsibility to email a PDF of the learning plan to the Ward/Service Consultant via email.

Trainee self-evaluation

At the end of the rotation covered by the learning plan, trainees complete a self-evaluation of the learning objectives selected. Trainees are asked to reflect on:

• Their level of competency in target learning areas specified in the learning plan
• Their overall strengths, demonstrating through evidence their competency in a learning area and stating how they will maintain their competency in the specified area
• Gaps in learning and areas for improvement
• Strategies to overcome specific barriers

Trainees are also prompted to add any learning objectives achieved that were not listed in their original learning plan as well as note which learning objectives they were not able to complete.
The outcomes of the self-evaluation will be automatically updated in the Overall Progress Summary which is a snapshot of progress across all curricula objectives to date.
The summary progress report and outcomes of the self-evaluation inform the new learning plan and the selection of new learning objectives for the next rotation.

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