Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities

Autor: Lise L Mogensen, James Kwan, Cees P. M. van der Vleuten, Roslyn Crampton, Wendy Hu, Roslyn Weaver
Přispěvatelé: RS: SHE - R1 - Research (OvO), Onderwijsontw & Onderwijsresearch
Rok vydání: 2016
Předmět:
Adult
Male
Health Knowledge
Attitudes
Practice
020205 medical informatics
Entrustable professional activities
Graduate medical education
Specialty
02 engineering and technology
Minimal supervision
Healthcare improvement science Radboud Institute for Health Sciences [Radboudumc 18]
Education
03 medical and health sciences
Professional Competence
0302 clinical medicine
Competence
Qualitative research
0202 electrical engineering
electronic engineering
information engineering
Humans
Medicine
030212 general & internal medicine
Program Development
Competence (human resources)
Assessment design
Medicine(all)
Medical education
business.industry
Australia
General Medicine
Emergency department
Focus Groups
Middle Aged
Focus group
Summative assessment
Education
Medical
Graduate
Consensus methods
Emergency medicine
Female
business
Research Article
Zdroj: BMC Medical Education, 16, 117
BMC Medical Education, 16(1):117. BioMed Central Ltd
BMC Medical Education, 16, 1, pp. 117
BMC Medical Education
ISSN: 1472-6920
Popis: Contains fulltext : 172046.pdf (Publisher’s version ) (Open Access) BACKGROUND: Entrustable Professional Activities (EPAs) are increasingly used as a focus for assessment in graduate medical education (GME). However, a consistent approach to guide EPA design is currently lacking, in particular concerning the actual content (knowledge, skills and attitude required for specific tasks) for EPAs. This paper describes a comprehensive five stage approach, which was used to develop two specialty-specific EPAs in emergency medicine focused on the first year of GME. METHODS: The five stage approach was used to gain consensus on the task, content and entrustment scale for two specialty-specific EPAs in emergency medicine. The participants consisted of twelve clinical supervisors working in the emergency department. The five stages were: 1) Selecting the EPA topic; 2) Developing the EPA content by collecting data from participants using focus group and individual interviews; 3) Drafting the EPAs based on analysis of collected data; 4) Seeking feedback on the draft EPAs from the participants and other stakeholders; 5) Refining and finalising the EPAs based on feedback. RESULTS: Two specialty-specific EPAs were developed using the five stage approach. The participants reached consensus on the specific tasks and criteria for performance for the two EPAs. They also agreed that both day-to-day (ad hoc) and formal (summative) entrustment decisions were put into practice through the intensity of supervision provided to PGY1 doctors. As a result, a three level entrustment and supervision scale consisting of direct active, indirect active, passive was developed reflecting the shift in the intensity of supervision from close supervision to minimal supervision. CONCLUSIONS: The five stage approach described in this paper was used successfully to develop two specialty-specific EPAs in emergency medicine along with a three level entrustment scale.We propose that the five stage approach is transferable to a range of medical training contexts to design specialty-specific EPAs.
Databáze: OpenAIRE
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