What is a support plan and why is it useful?

An academic support plan is, in essence, a learning contract that is developed and agreed upon by the learner and teacher (preceptor). A support plan defines the expectations of the program, delineates where the individual learner is having difficulty meeting these expectations, and customises an approach to remediate the gaps between the two over a specific period of time. The Academic Support Process website will guide you in the development of a support plan. You can see examples here: Example 1, Example 2, Example 3

Clarify desired outcomes

Once you have identified all the issues for this learner, set learning objectives for each one, and identified the learning strategies to be used, the next step is to clarify the desired outcomes.

Instructions

Under Desired Outcome, state the expected outcome clearly. Indicate how this outcome will be measured. Define the performance level for a pass and the frequency this performance level must be achieved. If you have done a good job writing the learning objectives, this step should be straightforward as you already have all this information.

Indicate whether the desired outcome is fully, partially, or not achieved by entering an X in the appropriate box in the Outcome Achieved column.

Finalise the support plan

Once you have identified all the issues for this learner, set learning objectives for each one, and identified the learning strategies to be used, you have almost completed the support plan.

Instructions

Under Support Team, indicate the members of the support team for this resident. Then, enter dates for the mid-point and final evaluations. The mid-point evaluation should be scheduled for the middle of the rotation in which the support plan is being implemented and the final evaluation should be scheduled at the end of the rotation.

Once complete, share with the resident and provide him or her with the opportunity to add comments. Then, ensure both of you sign and date the support plan to indicate your commitment to the process.

How long does a support plan last?

There is no set length for a support plan. However, we suggest that the support plan lasts the length of the rotation. At the end of the rotation, the learner’s progress is evaluated. If the learner is progressing well the current support plan is signed off and the learner is monitored at 3, 6, and 12 month intervals to ensure progress is ongoing. If the learner has not achieved the learning objectives, another support plan is initiated. Some learners may need multiple plans, formal remediation, or probation.

Document what led the learner to be identified as needing additional support and highlight his or her strengths

The first step when developing a support plan is to document what led the learner to be identified as needing additional support. This will help you identify the members of the support team and also help identify the issues. The questions introduced in Phase I may be helpful again here.

Instructions

Enter the information regarding what led the learner to be identified as needing additional support in the Reason for Support Plan section of the support plan template.


The support plan is designed to foster a positive learning experience for the resident in need. All residents have strengths and weaknesses. It is important not to overlook the resident’s strengths when working to remediate learning gaps.

Instructions

Document the specific strengths of the learner on which he or she can build in the Strengths section of the support plan template

Identify the issues

The second step in the development of a support plan is to document the specific areas of concern requiring support. Clear definition of the issue allows both the preceptor and the learner to understand the work that needs to be done. There are eight main areas where learners might be experiencing problems (medical expert, communicator, collaborator, manager, health advocate, scholar, professional, person). Familiarise yourself with all the competencies within each of these areas (see the Issue Identification section at the top of this page). What you initially might think is a problem in the professionalism role, for example, might actually be an issue with communication.

Instructions

Identify the first issue identified for the learner. In the first cell of the table in the template (under Issue Identified), indicate which of the eight roles (above) this issue corresponds to. Then, describe the issue specifically (see example). The issue should focus on a single competency—not be too broad. For examples, see the Issue Identification section at the top of your screen. If you are completing the Support Plan template electronically, you can copy and paste from the Issue Identification section.

You can add additional issues at this time or complete the next steps for this issue before adding the next one.

Set learning objectives

Once you have identified issues requiring support, you need to work with the learner to improve his or her abilities in that area. The first step in this process requires setting learning objectives. By setting learning objectives you make the teaching-learning process more efficient and effective.

• What are learning objectives?
• Why do you need to write learning objectives?
• How do you write learning objectives?
• Learning objective verbs
• Examples
• Resources

Instructions

For each issue that you identified for the learner, write one learning objective that describes what the learner will achieve by the end of the Academic Support Process in the next column of the Support Plan template.

Choose learning strategies

Once you have set the learning objective, you need to develop a plan of how you are going to get there. There are a number of learning strategies you can use in order to help the learner improve his or her skills and meet the learning objectives. This grid will help you select appropriate learning strategies to address the issue that you identified for the learner. You can also access a complete list of learning strategies from the link at the top of the page.

Instructions

For each issue that you identified for the learner, indicate which learning strategies you will use to help the learner achieve the objective. Information on different learning strategies can be accessed from the Learning Strategies section at the top of your screen or add your own. For learning strategy you select, you need to identify your implementation strategy. For example, how frequently will you use each strategy? Who will be responsible for implementing each strategy? Enter this information in the learning strategies column of the support plan template.