An ILP may be required as part of a student’s remediation plan. An ILP defines learning outcomes and explains how outcomes are achieved. While an ILP may share common goals and objectives for a particular course, the ILP allows the student to describe and attain unique learning objectives. It is a tool to identify individual learning needs and measure competency attainment. With faculty guidance, the ILP features learning pathways and experiences that help self-assessment, with the goal of successful completion of the remediation. The ILP is a contract for self-directed learning.
The common components of the ILP in Phase 1 for remediation include:
- Study habits and goals
- Time management skills
- Identification of specific subject area weaknesses
The “other” is up to the student. This broad, undefined component provides an opportunity to describe unique goals relevant to the student’s future medical career. Goals may include increasing stress management skills, balancing work and life, and/or improving specific skills related to medical knowledge.
As the ILP is completed, be as specific as possible and develop descriptions of strategies and techniques for measuring outcomes. Make sure the ILP contains a learning objective, specific and varied strategies to achieve the objective, an assessment of competency both at the beginning of your remediation and at completion. Make sure the ILP contains active verbs to describe typical learning objectives that are commonly divided into the following categories:
Be creative in the ILP, but make sure it addresses the specific areas of weakness for the course being remediated.