Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

Autor: Andrea Cantisani, Severin Pinilla, Sören Huwendiek, Stefan Klöppel, Eric Lenouvel, Christoph Nissen, Werner Strik
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Scoping review
020205 medical informatics
Entrustable professional activities
education
Graduate medical education
lcsh:Medicine
610 Medicine & health
Context (language use)
02 engineering and technology
Undergraduate medical education
Education
Formative assessment
03 medical and health sciences
0302 clinical medicine
Empirical research
0202 electrical engineering
electronic engineering
information engineering
Curriculum development
Humans
030212 general & internal medicine
Curriculum
health care economics and organizations
Medical education
lcsh:LC8-6691
lcsh:Special aspects of education
lcsh:R
Internship and Residency
General Medicine
Competency-Based Education
Clinical education
Summative assessment
Data extraction
Education
Medical
Graduate
lipids (amino acids
peptides
and proteins)
Clinical Competence
Educational Measurement
370 Education
Psychology
Education
Medical
Undergraduate
Research Article
Zdroj: BMC Medical Education, Vol 21, Iss 1, Pp 1-10 (2021)
BMC Medical Education
Pinilla, Severin; Lenouvel, Eric; Cantisani, Andrea; Klöppel, Stefan; Strik, Werner; Huwendiek, Sören; Nissen, Christoph (2021). Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review. BMC medical education, 21(1), p. 172. BioMed Central 10.1186/s12909-021-02608-9
ISSN: 1472-6920
Popis: Background Entrustable professional activities (EPAs) are increasingly used in undergraduate medical education (UME). We conducted a scoping review to summarize the evidence for the use of EPAs in clinical rotations in UME. Methods We searched multiple databases for scoping reviews based on the PRISMA guidelines for articles reporting qualitative and quantitative research, as well as conceptual and curriculum development reports, on EPAs in UME clinical rotations. Results We identified 3309 records by searching through multiple databases. After the removal of duplicates, 1858 reports were screened. A total of 36 articles were used for data extraction. Of these, 47% reported on EPA and EPA-based curriculum development for clerkships, 50% reported on implementation strategies, and 53% reported on assessment methods and tools used in clerkships. Validity frameworks for developing EPAs in the context of clerkships were inconsistent. Several specialties reported feasible implementation strategies for EPA-based clerkship curricula, however, these required additional faculty time and resources. Limited exposure to clinical activities was identified as a barrier to relevant learning experiences. Educators used nationally defined, or specialty-specific EPAs, and a range of entrustability and supervision scales. We found only one study that used an empirical research approach for EPA assessment. One article reported on the earlier advancement of trainees from UME to graduate medical education based on summative entrustment decisions. Conclusions There is emerging evidence concerning how EPAs can be effectively introduced to clinical training in UME. Specialty-specific, nested EPAs with context-adapted, entrustment-supervision scales might be helpful in better leveraging their formative assessment potential.
Databáze: OpenAIRE
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