{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,25]],"date-time":"2026-06-25T13:52:20Z","timestamp":1782395540133,"version":"3.54.5"},"reference-count":45,"publisher":"Ubiquity Press, Ltd.","issue":"1","license":[{"start":{"date-parts":[[2026,6,19]],"date-time":"2026-06-19T00:00:00Z","timestamp":1781827200000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Perspect Med Educ"],"abstract":"<jats:p>Introduction: Personalization is increasingly emphasized in postgraduate medical education. While competency-based medical education (CBME) is theoretically positioned to support personalization, practical challenges such as fixed learning outcomes, workplace constraints, time-fixed rotations, and assessment requirements, often limit its realization. This case study aimed to explore how residents experience and make use of individualized development trajectories within a program that combined fixed outcomes with flexible program components.\nMethod: We conducted a case study using semi-structured interviews and template analysis. The study was situated in the Dutch national Obstetrics and Gynecology residency program, which includes formally embedded individualized development trajectories with open-ended learning goals and no pre-determined assessment. We interviewed 12 residents and discussed their portfolios.\nResults: All participants engaged in individualized development trajectories. The level of engagement varied and motivation sprang from: personal interest, moral values and dilemma\u2019s, clinical exposure, role models, and workplace possibilities. Three interacting factors enabled this: 1) formal program structure legitimized and fostered engagement; 2) time and workplace exposure allowed participants to recognize personally meaningful goals; 3) program directors\u2019 support facilitated engagement. Program directors varied in their guidance: some coached, endorsed, or role-modeled; others merely monitored activity; and a few did neither. Participants engaged with the individualized development trajectories, despite the absence of assessment.\nConclusion: Structured autonomy, workplace exposure and personal motivation can support personalized learning in CBME. Personalization requires intentional design, supportive structures, trust towards residents, and coaching attuned to the individual learner.<\/jats:p>","DOI":"10.5334\/pme.2125","type":"journal-article","created":{"date-parts":[[2026,6,19]],"date-time":"2026-06-19T12:34:32Z","timestamp":1781872472000},"page":"523-533","source":"Crossref","is-referenced-by-count":0,"title":["Residents\u2019 Experiences with Personalized Learning in Postgraduate Training; Going Beyond Competency Based Medical Education"],"prefix":"10.5334","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0009-0007-6287-612X","authenticated-orcid":false,"given":"Merel H.","family":"de Heer","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0009-0001-7102-1015","authenticated-orcid":false,"given":"Efra\u00efm J.","family":"Hart","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-9593-257X","authenticated-orcid":false,"given":"Fedde","family":"Scheele","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-8115-261X","authenticated-orcid":false,"given":"Erik W.","family":"Driessen","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-0930-0048","authenticated-orcid":false,"given":"Pim W.","family":"Teunissen","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"3285","published-online":{"date-parts":[[2026,6,19]]},"reference":[{"key":"key20260619123428_B1","first-page":"34","article-title":"Competency-Based Postgraduate Medical Education: Past, Present and Future","year":"2017","journal-title":"GMS Journal for Medical Education"},{"key":"key20260619123428_B2","first-page":"11","article-title":"Lessons learned spanning 17 years of experience with three consecutive nationwide competency based medical education training plans","year":"2024","journal-title":"Frontiers in Medicine"},{"issue":"9756","key":"key20260619123428_B3","doi-asserted-by":"crossref","first-page":"1923","DOI":"10.1016\/S0140-6736(10)61854-5","article-title":"Health professionals for a new century: transforming education to strengthen health systems in an interdependent world","volume":"376","year":"2010","journal-title":"Lancet"},{"issue":"9 Suppl","key":"key20260619123428_B4","first-page":"S34","article-title":"A tea-steeping or i-Doc model for medical education?","volume":"85","year":"2010","journal-title":"Acad Med"},{"key":"key20260619123428_B5","year":"2013"},{"issue":"1","key":"key20260619123428_B6","doi-asserted-by":"crossref","first-page":"202","DOI":"10.1186\/s12909-025-06754-2","article-title":"Key tips to shift student perspectives through transformative learning in medical education","volume":"25","year":"2025","journal-title":"BMC Med Educ"},{"issue":"7","key":"key20260619123428_B7","doi-asserted-by":"crossref","first-page":"1002","DOI":"10.1097\/ACM.0000000000002743","article-title":"A Core Components Framework for Evaluating Implementation of Competency-Based Medical Education Programs","volume":"94","year":"2019","journal-title":"Acad Med"},{"key":"key20260619123428_B8","first-page":"8","article-title":"The Role of Generic Competencies in the Entrustment of Professional Activities: A Nationwide Competency-Based Curriculum Assessed","year":"2016","journal-title":"Journal of Graduate Medical Education"},{"issue":"2","key":"key20260619123428_B9","doi-asserted-by":"crossref","first-page":"116","DOI":"10.3109\/0142159X.2013.849333","article-title":"Is the modernisation of postgraduate medical training in the Netherlands successful? 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