Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process
| Autor: | Tracy de Peralta, Carol Anne Murdoch-Kinch, Romesh P. Nalliah, Stephanie M. Munz, Vidya Ramaswamy, Theodora E. Danciu, Mark Fitzgerald |
|---|---|
| Rok vydání: | 2021 |
| Předmět: |
020205 medical informatics
Process (engineering) 02 engineering and technology Dental education law.invention Task (project management) 03 medical and health sciences 0302 clinical medicine law 0202 electrical engineering electronic engineering information engineering Humans Set (psychology) Education Dental Curriculum computer.programming_language Medical education Internship and Residency 030206 dentistry General Medicine Competency-Based Education CLARITY Clinical Competence Psychology computer Inclusion (education) Delphi |
| Zdroj: | Journal of Dental Education. 85:1349-1361 |
| ISSN: | 1930-7837 0022-0337 |
| DOI: | 10.1002/jdd.12620 |
| Popis: | Purpose/objectives The purpose of this study was to define and develop a set of Entrustable Professional Activities (EPAs) for dental education using a modified Delphi consensus approach. EPAs define the core tasks that a graduating dentist needs to perform independently in practice. The EPA framework facilitates assessment of competencies as they manifest in the tasks and independence needed to be ready for practice. Methods Feedback was obtained from participants about a list of EPAs, with modifications made after each of the 3 rounds, using a modified Delphi approach. Phase 1 included attendees at the ADEA Fall 2017 meeting (n = 35) who participated in an EPA workshop primarily composed of academic deans. The Phase 2 "reactor panel" consisted of 10 dental schools' academic deans and other individuals with expertise and interest in dental curriculum and assessment (n = 31). Phase 3 participants were attendees at the ADEA CCI 2019 meeting (n = 91) who also participated in a 2-day EPA workshop. Results In phase 1, overall ratings for acceptability of the EPAs were satisfactory. In phase 2, the next iteration of EPAs was judged as satisfactory for inclusion in curriculum, match well with clinical practice and clarity. In phase 3, the EPAs were judged as satisfactory for being an "entrustable, essential, and important task of the profession." Qualitative feedback suggested wording, measurability, and specific focus of EPA statements is important. Conclusions A preliminary set of EPAs was designed for predoctoral dental education through a systematic, careful consensus building approach involving a diverse set of participants. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Plný text