Basic Template for Learning Contracts

Dennis L. Hufford, CDR, MC, USN

(Adapted from WAMI network Faculty Development Mini-Fellowship)

Faculty Development Fellowship

Madigan Army Medical Center

(edited for web page 03 JUL 99)

Background:

A learning contract is, in essence, a plan for self improvement. It forces the individual learner to reflect as well as look forward, to analyze their respective strengths and weaknesses, and most importantly, to declare in measurable terms WHAT they intend to achieve, and HOW they plan to get there. Learning contracts draw on the principles of goal setting, self evaluation, and mentorship. While it may be tempting for supervisors to use this tool in evaluation of the learner, it is important to remember that it is designed for the learners benefit, not to provide information to the organization.

The Basic Elements of a Learning Contract include:

1. An abstract describing the learners chosen area of development.

• requires that self evaluation has identified strengths and weaknesses
• area of development may serve to improve upon weaknesses or augment strengths
• should be visionary in content: What does the learner hope to be as a result of the learning experience?
• is goal oriented

2. A description of the knowledge and skills needed to achieve the "vision" described above.

• Objectives oriented
• Should be specific, descriptive, achievable, measurable (at least to the extent that the learner knows when they have acquired the knowledge or skill)

3. A strategy for acquiring this expertise.

• may be general in nature, such as describing the learning methods to be used: reading, research, on-the-job training, classes, use of mentors, etc.

4. A timeline including milestones for achieving objectives.

• used by the learner to measure progress. Milestones tell the traveler where he/she is in terms of their objective

5. A list of resources needed to acquire the desired expertise.

• facilities (library, hospital, clinic, college, etc.)
• people (subject matter experts, mentors, support personnel, etc.)
• time is a resource (and often a scarce one)
• money (salary, grants, TDY expenses, etc)

6. A list of "deliverables", that is, products expected as a result of the learning experience.

• publishable articles, curricula, statistical data, presentations, certificates, diplomas, etc.

The Mentor's Role in the learning contract:

• Support, Challenge, help develop Vision.

Mentors beware: Remember it's the learners contract, not yours!

Assist the learner in:

• developing the contract
• measuring progress, achieving milestones
• promotion, advancement of the learner when appropriate.

Source of Information:

The above material is adapted from handouts and discussions from the Network Faculty Development Fellowship Program of the Affiliated Family Practice Residency Programs, University of Washington Department of Family Medicine, 1995-6.

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