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Acad Pediatr. 2017 Dec 6. pii: S1876-2859(17)30593-4. doi: 10.1016/j.acap.2017.11.009. [Epub ahead of print]

Evaluation of a National Pediatric Subinternship Curriculum Implemented Through Individual Learning Plans.

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New York University School of Medicine, 550 First Avenue - MS G-55, New York, New York 10016, USA. Electronic address:
New York University School of Medicine, 550 First Avenue - MS G-55, New York, New York 10016, USA.
New York-Presbyterian Hospital, Box 312, 525 E. 68th Street, New York, New York 10021, USA.
Northwestern University Feinberg School of Medicine, August Webster of Medical Education, 303 E. Chicago Avenue, Ward 1-003, Chicago, Illinois 60611, USA.
University of Colorado School of Medicine, 13123 East 16th Avenue, Box 158, A036, Aurora, Colorado 80045, USA.



The Council on Medical Student Education in Pediatrics and Association of Pediatric Program Directors developed a Pediatric Subinternship (CAPS) Curriculum for use with an individualized learning plan (ILP). The authors determined which learning objectives (LOs) pediatric subinterns selected when provided the CAPS Curriculum, summarized students' self-reported progress, and determined feasibility of ILPs in subinternship.


Students from 10 medical schools completed a standardized ILP during pediatric subinternship. Students listed > 3 LOs using CAPS Curriculum as a guide and self-assessed progress. Students reviewed ILPs with faculty preceptors; preceptors completed questionnaires on time/effort spent. Authors mapped student LOs to CAPS curriculum objectives and grouped in ACGME competency domains.


204 students documented 850 LOs. Authors mapped student LOs to 60 of the 68 (88%) CAPS objectives. Students most commonly chose Patient Care LOs with top three related to 1)oral presentations, 2)time management, and 3)management plans. Student LOs not in CAPS addressed nutrition, child development, test interpretation, and cost. No students chose LOs related to health disparities, shared-decision making, informed consent, or patient safety. Students self-reported significant progress on most (73%) LOs. Faculty met with students >1 time and 93% met for total <1 hour. According to faculty, students required little or no help completing ILPs.


Students chose a wide range of LOs when provided the CAPS Curriculum. Revision to include additional student-identified LOs would enhance CAPS Curriculum's comprehensiveness. Using this curriculum with an ILP during subinternship is feasible but gaps between educator-identified and student-identified objectives require further exploration.


individualized learning plans; learning objectives; medical education; subinternship

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