This document describes a study conducted in Andalusia, Spain that developed an individualized learning plan for family medicine tutors based on a competence map. Tutors were asked to self-assess their competencies across 43 areas of knowledge, skills, and attitudes. For areas needing basic or advanced training, tutors created a personalized learning plan. Results showed tutors perceived greater deficits in knowledge competencies compared to skills and attitudes. The study concludes that discovering one's own learning gaps can be useful for defining learning plans.

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INDIVIDUALIZED LEARNING
PLANS FOR FAMILY MEDICINE
TUTORS ACCORDING TO A
COMPETENCE MAP
BERMUDEZ, I.
POSTGRADUATE FAMILY MEDICINE TRAINING UNIT
ANDALUSIAN PUBLIC HEALTH SYSTEM
CADIZ. ANDALUSIA. SPAIN

2. 27/01/16 Bermúdez,I. Postgraduate Family Medicine Train
CONTEXT
. 8 PROVINCES
• 1 POSTGRADUATE
TRAINING UNIT FOR
FAMILY MEDICINE
RESIDENTS/PROVINCE
• CADIZ:
• 123 RESIDENTS +75
TUTORS
• 5 HOSPITALS + 12
PRIMARY CARE
CENTERS.

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BACKGROUND
• SPAIN
NEW LEGAL
REGULATIONS
POSTGRADUATE
EDUCATION (ROLE
OF TUTORS)
• ANDALUSIA
TUTORS
COMPETENCE MAP

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TUTORS COMPETENCE MAP
• 43 COMPETENCES:
KNOWLEDGE (10)
SKILL (17)
ATTITUDE (16)
• CODE AND
DEFINITION
• NOT SPECIFIC
• TEACHING
COMPETENCES

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SELECTED KNOWLEDGE
COMPETENCES
• TEACHING METHODOLOGY
• POSTGRADUATE NATIONAL
TRAINING PROGRAMME
• DOCUMENTARY SEARCHING
• TRAINING EVALUATION METHODS
• TRAINING PROGRAMME DESIGN

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SELECTED SKILL COMPETENCES
• PLANN AND DESIGN LEARNING
OBJECTIVES
• TIME MANAGEMENT
• NEGOTIATION ABILITIES
• COMMUNICATION SKILLS

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SELECTED SKILL COMPETENCES
• DESIGN AND PRESENT SCIENTIFIC
OR CLINICAL EXPOSITIONS
• ESTABLISH INTERPERSONAL
RELATIONSHIP
• TEACHING- PAEDOGOGICAL SKILLS

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SELECTED ATTITUDE
COMPETENCES
• ASSERTIVENESS
• CREATE A CONFIDENCE
ENVIRONMENT
• WARRANTOR OF ETHICAL VALUES
• ACKNOWLEDGE OF HIS OWN GOALS
AND MISTAKES

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SELECTED ATTITUDE
COMPETENCES
• RIGOUR AND PROPER USE OF
CLINICAL INFORMATION
• CONTINOUS LEARNING AND
IMPROVING ATTITUDE
• COLLABORATE

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WORK DESCRIPTION
FIRST STEP
• INVITE TUTORS TO
POSITION
THEMSELVES IN
FRONT OF THE
SELECTED
COMPETENCES
LIST
• CHOOSE BETWEEN
ONE OF 3 OPTIONS:
A.- I`VE GOT THE RIGHT
TRAINING ( NEED NO
EXTRA TRAINING)
B.- I NEED BASIC
TRAINING
C.- I NEED ADVANCED
TRAINING

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WORK DESCRIPTION
SECOND STEP
• WE PROPOSED
TUTORS TO
DESIGN THEIR
OWN INDIVIDUAL
LEANING PLAN
• GAPS DETECTED
BY CHOOSING
OPTIONS B OR C
LEARNING GAPS
LEARNING NEED
LEARNING PLAN

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WORK RESULTS (N=72)
KNOWLEDGE COMPETENCES
0
10
20
30
40
50
60
70
80
90
T. MTH NAT. PG DOC. SE. EV. M. PG. DSG
A
B
C

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WORK RESULTS (N=72)
SKILL COMPETENCES
0
10
20
30
40
50
60
70
80
90
100
OB TM NG CM EX RSH TCH
A
B
C

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WORK RESULTS (N=72)
ATTITUDE COMPETENCES
0
10
20
30
40
50
60
70
80
90
100
AS CF ETH ACK INF L&I COL
A
B
C

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WORK CONCLUSIONS
• PERCEPTION OF
LEARNING DEFICITS
IN KNOWLEDGE
COMPETENCES
• BETTER OUTCOMES
IN SKILL AND
ATTITUDE
COMPETENCES

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WORK DISCUSSION
• DISCOVERING
ONESELF LEARNING
GAPS CAN BE USEFUL
TO DEFINE LEARNING
PLANS
• GRADUAL
ACQUISITION
FOLLOWING A
PORTFOLIO SYSTEM
(REFLECTION
REPORTS ABOUT
GAPS DETECTED)
• FURTHER STUDIES
ARE NECESSARY

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TAKE-HOME MESSAGE
“IT´S EASIER THAT
YOU
ACKNOWLEDGE
YOUR OWN
LEARNING
DEFICITS IF YOU
DISCOVER THEM
BY YOURSELF”

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Thank you, very much