International Delphi study on developing entrustable professional activities (EPAs) for master's learners in health professions education.

Autor: Hamed O; Medical Education Department, Armed Forces College of Medicine, Heliopolis, Cairo Governorate, Egypt., Verstegen D; School of Health Professions Education, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands., Alsheikh G; College of Medicine, Tikrit University (TUCOM), Tikrit, Iraq., Alqarni MA; College of Medicine, Sulaiman Al Rajhi University, Al Bukayriyah, Saudi Arabia., Taleb R; Faculty of Medicine, Beirut Arab University, Beirut, Lebanon. r.taleb@bau.edu.lb., Rege N; Era's Lucknow Medical College, Lucknow, India.; Seth GS Medical College & KEM Hospital, Mumbai, India., Barua P; Tinsukia Medical College, Tinsukia, India., Cymet T; Maryland College of Osteopathic Medicine, Morgan State University, Baltimore, USA., Shamim MS; College of Medicine, Agha Khan University, Karachi, Pakistan., Hegazy MS; Medical Education Department, Military Medical Academy, Heliopolis, Cairo Governorate, Egypt.
Jazyk: angličtina
Zdroj: BMC medical education [BMC Med Educ] 2024 Nov 26; Vol. 24 (1), pp. 1362. Date of Electronic Publication: 2024 Nov 26.
DOI: 10.1186/s12909-024-06377-z
Abstrakt: Background: Competencies-based education has gained global recognition, emphasizing the need for educators to align educational outcomes with healthcare system requirements. However, limited literature exists on competency frameworks and Entrustable Professional Activities (EPAs) specific to health professions educationists, hindering the development of tailored Master's programs.
Aim: This study aimed to develop a competency framework outlining the roles and functions for Master's learners in Health Professions Education (MHPE) and identify the key EPAs that form the foundation of a task-based MHPE curriculum, along with the expected levels of entrustment.
Methods: An international Delphi study was conducted involving three rounds of surveys and qualitative discussions with an expert panel of health professions educationists from diverse contexts (n = 29). The Delphi technique, including open-ended and quantitative rating scales, was employed to reach consensus on the EPAs and their levels of entrustment. The final list of EPAs was validated using the EQual rubric.
Results: A total of 16 EPAs were identified and validated, mapped to core and potential roles and functions of health professions educationists. There is less agreement on the level of entrustment that should be attained at the master level, resulting in EPAs that must be fully entrusted before graduation and others which need further development afterwards.
Conclusion: The study presents a comprehensive competency framework and a set of EPAs tailored for MHPE programs, providing a structured approach to curriculum design and learner assessment. The findings underscore the importance of incorporating context-specific considerations and aligning educational objectives with the evolving roles and responsibilities of health professions educationists.
Competing Interests: Declarations. Ethics approval and consent to participate: The principal investigator obtained ethical approval from the Institutional Review Board in the Armed Forces College of Medicine (AFCM) (Issuance no. 120 on 12/11/2022). Participants were invited by email, and informed consent was obtained from each volunteer. Consent for publication: All authors agreed on the final manuscript for publication. Competing interests: The authors declare no competing interests.
(© 2024. The Author(s).)
Databáze: MEDLINE
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