Education passports: customised roadmaps for different learners in the cardiac ICU.

Authors

Melinda Cory, Michael Green, Sonali Patel, Priya Bhaskar

Published in

Cardiology in the young. Pages 1-7. Jul 27, 2026. Epub Jul 27, 2026.

Abstract

Clinical education for graduate medical education trainees is challenged by time constraints, diverse backgrounds, and lack of structured curricula. Education passports (checklist-based educational tools) have been used in medical education to customise the educational experience, re-centre the education to the learner, and ensure exposure to high-impact topics. We implemented an education passport in the Pediatric Cardiac ICU where multiple groups of trainees with varying educational needs have clinical rotations.
A needs assessment was conducted among fellows, alumni, and faculty. Based on these results, a passport was created with 10 topics individualised to each fellowship, allowing fellows to track learning and guide topic selection. In the second year, the passport transitioned to a digital platform, integrating learning resources and gamification elements. Post-implementation surveys evaluated topic completion and perceived impact.
Over three years, 49 fellows utilised the education passport. Median topic completion rates among first-time passport users: 5 (interquartile range (IQR) 3-7.5) topics in year 1, 6 (IQR 1.75-10) in year 2, and 4 (IQR 1.5-8.5) in year 3. Fellows reported that the passport was easy to use, improved clarity in learning objectives, and improved their understanding of educational needs. The digital format increased engagement and topic completion; however, educational impact plateaued with repeat use. Persistent barriers to learning include time constraints and clinical workload.
An individualised education passport is a feasible, effective tool to support learner-centred education in high-acuity clinical settings. Future efforts should address continued barriers in clinical education, including time and workload challenges.

PMID:
42504725
Bibliographic data and abstract were imported from PubMed on 27 Jul 2026.

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