Leveraging faculty development to support validation of entrustable professional activities assessment tools in anatomic and clinical pathology training.

Autor:	Bryant BH; University of Vermont Medical Center, Department of Pathology and Laboratory Medicine, Burlington, VT, USA., Anderson SR; University of Vermont Medical Center, Department of Pathology and Laboratory Medicine, Burlington, VT, USA., Brissette M; University of Colorado Anschutz Medical Campus, Department of Pathology, Aurora, CO, USA., Childs JM; Geisinger Medical Center, Department of Pathology, Danville, PA, USA., Gratzinger D; Stanford University School of Medicine, Department of Pathology, Stanford, CA, USA., Johnson K; College of American Pathologists, Northfield, IL, USA., Powell DE; University of Minnesota Medical School, Department of Laboratory Medicine and Pathology, Minneapolis, MN, USA., Zein-Eldin Powell S; Houston Methodist Hospital, Department of Pathology and Genomic Medicine, Houston, TX, USA., Timmons CF; UT Southwestern Medical Center, Department of Pathology, Dallas, TX, USA., McCloskey CB; University of Oklahoma College of Medicine, Department of Pathology, Oklahoma City, OK, USA.
Jazyk:	angličtina
Zdroj:	Academic pathology [Acad Pathol] 2024 Mar 21; Vol. 11 (2), pp. 100111. Date of Electronic Publication: 2024 Mar 21 (Print Publication: 2024).
DOI:	10.1016/j.acpath.2024.100111
Abstrakt:	Entrustable professional activities (EPAs) are observable activities that define the practice of medicine and provide a framework of evaluation that has been incorporated into US medical school curricula in both undergraduate and graduate medical education. This manuscript describes the development of an entrustment scale and formative and summative evaluations for pathology EPAs, outlines a process for faculty development that was employed in a pilot study implementing two Anatomic Pathology and two Clinical Pathology EPAs in volunteer pathology residency programs, and provides initial validation data for the proposed pathology entrustment scales. Prior to implementation, faculty development was necessary to train faculty on the entrustment scale for each given activity. A "train the trainer" model used performance dimension training and frame of reference training to train key faculty at each institution. The session utilized vignettes to practice determination of entrustment ratings and development of feedback for trainees as to strengths and weaknesses in the performance of these activities. Validity of the entrustment scale is discussed using the Messick framework, based on concepts of content, response process, and internal structure. This model of entrustment scales, formative and summative assessments, and faculty development can be utilized for any pathology EPA and provides a roadmap for programs to design and implement EPA assessments into pathology residency training. (© 2024 The Author(s).)
Databáze:	MEDLINE
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