Individual Development Plan for MD/PhD Trainees
Individual Development Plans (lDPs) provide a planning process that identifies both
professional development needs and career objectives. Furthermore, lDPs serve as a
communication tool between individuals and their mentors. While lDPs have been
incorporated into performance review processes in many organizations, they have been used
much less frequently in the mentoring/advising of MD/PhD trainees.
An lDP can be
considered one component of a broader mentoring program designed to help MD/PhD students
think about their professional development needs as they proceed through their didactic,
research and clinical training experiences.
Goals
Help individuals identify:
Long-term career goals they wish to pursue and the necessary tools to meet these; and
Short-term needs for achieving milestones toward short term and long-term career goals.
Benefits
MD/PhD trainees will have a process that assists in developing long-term goals.
Identifying short-term goals will give them a clearer sense of expectations and help
identify milestones along the way to achieving specific objectives. The lDP also provides
a tool for communication between the trainee and a faculty research mentor, advisor,
program director or associate program director.
Outline of lDP Process
The development, implementation and revision of the lDP requires a series of steps to be
conducted by the MD/PhD trainee and his/her respective advisor/mentor. These steps are
an interactive effort, and so both the trainee and the advisor/mentor must participate fully in
the process.
Execution of the IDP Process
For MD/PhD trainees
Step 1. Conduct a Self Assessment.
• Assess your skills, strengths and areas which need development. Formal assessment tools
can be helpful.
• Take a realistic look at your current abilities. This is a critical part of career planning.
• Ask your peers, mentors, family and friends what they see as your strengths and your
development needs.
• Outline your long-term career objectives.
• Ask yourself:
o What type of work would I like to be doing?
o Where would I like to be in an organization?
o What is important to me in a career?
Step 2. Discuss Opportunities with Advisor or Mentor.
• Identify your ideal career opportunities.
• Identify developmental needs by comparing current skills and strengths with those
needed for your career choice.
• Prioritize your developmental areas and discuss with your advisor or mentor how these
should be addressed.
Step 3. Write an lDP.
• The lDP maps out the general path you want to take and helps match skills and
strengths to your career choices. It is a changing document, since needs and goals will
The aim is to build upon
almost certainly evolve over time as a MD/PhD trainee.
current strengths and skills by identifying areas for development a nd providing a way to
address these. The specific objectives of a typical lDP are to:
• Establish effective dates for the duration of your time as an MD/PhD trainee.
• Identify specific skills and strengths that you need to develop (based on discussions with
your advisor/mentor).
• Define the approaches to obtain the specific skills and strengths (e.g., courses, technical
skills, teaching, supervision) together with anticipated time frames.
• Discuss your draft IDP with your advisor/mentor.
• Revise the lDP as appropriate.
Step 4. Implement Your Plan.
• The plan is just the beginning of the career development process and serves as the road
map. Now it's time to take action!
Step 5. Put your plan into action.
• Revise and modify the plan as necessary. The plan is not cast in concrete; it will need to be
modified as circumstances and goals change. The challenge of implementation is to remain
flexible and open to change. Review the plan with your advisor/mentor at least yearly This is
important since you will transition back and forth from medical school and g raduate school.
Revise the plan on the basis of these discussions.
For Advisors/Mentors
Step 1. Become familiar with available opportunities.
• By virtue of your experience you should already have knowledge of some career
opportunities.
Step 2. Discuss opportunities with MD/PhD trainee.
• This needs to be a private, scheduled meeting distinct from regular research-specific
meetings. There should be adequate time set aside for an open and honest discussion.
Step 3. Review lDP and help revise.
• Provide honest feedback - both positive and negative - to help MD/PhD trainee set realistic
goals. Agree on a development plan that will allow MD/PhD trainees to be productive in the
classroom, laboratory and clinic and adequately prepare them for their chosen career.
Step 4. Establish regular review of progress.
• The advisor/mentor should meet at regular intervals (at least yearly) with the MD/PhD
trainee to assess progress, expectations and changing goals. On at least an annual basis,
the advisor/mentor should conduct a performance review designed to analyze what has
been accomplished and what needs to be done. A written review is most helpful in
objectively documenting accomplishments.
TJU MD/PhD Individual Development Planning Questionnaire
(a modification of the FASEB IDP template)
Name __________________________________________ Matriculation Date __________
0
0
0
MD/PhD Year _______
Grad Year _____
Med Year _________
Date ________________
An effective Individual Development Plan helps individuals identify both the tools to achieve longterm career goals as well as means for improving short-term performance. Recent data have shown
that individuals that use an IDP are more successful than their counterparts that did not use it.
1.
Long-Term Career Objectives:
Plan A:
Plan B:
A.
What is important to me in a career?
B.
How do non-work issues (e.g. family, lifestyle, etc.) relate to my career aspirations?
C. Are my responses compatible with my long-term career objectives (plans A and B).
2.
Establish a plan to achieve your current goals. What are my current goals? What is the next
milestone(s) in my training? These goals and milestones will vary depending on the year and/or
college you are in. Develop “SMART Goals” to help you define these goals and develop a plan for
reaching your next milestone.
Specific
A.
Goals
1.
Measureable
Action oriented
Realistic
Time bound
2.
3.
4.
5.
B.
How will I achieve each goal?
Example:
S. Goal to transition from grad to med.
M. Complete final experiment.
A. Analyze data.
R. Turn in draft of dissertation to mentor and committee.
T. Defend dissertation on June 22.
1.
S
M
A
R
T
2.
S
M
A
R
T
3.
S
M
A
R
T
4.
S
M
A
R
T
5.
S
M
A
R
T
3.
Are my strengths consistent with current goals?
A.
What specific skills do I need for my current goals?
B.
What opportunities are there for me to acquire those skills that I lack?
4.
5.
C.
How long will it take me to acquire those skills?
D.
Where can I seek mentoring related to my intended goals?
Skills pertinent to your current position
A.
What are my strengths?
B.
What are my weaknesses?
C.
How am I utilizing my strengths in my current position?
D.
How do my weaknesses impact my productivity?
E.
What am I doing to strengthen my areas of weaknesses?
Reviewed by ___________________________ Date __________________
TJU MD/PhD INDIVIDUAL DEVELOPMENT PLANNING WORKSHEET
For Graduate School Years
SCHOLAR’S OBJECTIVES
Intellectual Development
MENTOR’S/ADVISOR FEEDBACK
Technological Expertise
Research Productivity
Lab Management Skills
Professional Growth Activities
Signatures: Student retains original – copies to Mentor and MD/PhD Program Director
Student _________________________ Mentor/Advisor________________________