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An Analysis of Workplace-Based Assessments for Core Entrustable Professional Activities for Entering Residency: Does Type of Clinical Assessor Influence Level of Supervision Ratings?

التفاصيل البيبلوغرافية
العنوان: An Analysis of Workplace-Based Assessments for Core Entrustable Professional Activities for Entering Residency: Does Type of Clinical Assessor Influence Level of Supervision Ratings?
المؤلفون: Shuford A, Carney PA, Ketterer B, Jones RL, Phillipi CA, Kraakevik J, Hasan R, Moulton B, Smeraglio A
المصدر: Academic medicine : journal of the Association of American Medical Colleges [Acad Med] 2024 Aug 01; Vol. 99 (8), pp. 904-911. Date of Electronic Publication: 2024 Mar 18.
نوع المنشور: Journal Article
اللغة: English
بيانات الدورية: Publisher: Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins Country of Publication: United States NLM ID: 8904605 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1938-808X (Electronic) Linking ISSN: 10402446 NLM ISO Abbreviation: Acad Med Subsets: MEDLINE
أسماء مطبوعة: Publication: Philadelphia, PA : Published for the Association of American Medical Colleges by Lippincott Williams & Wilkins
Original Publication: [Philadelphia, Pa. : Hanley & Belfus, c1989-
مواضيع طبية MeSH: Internship and Residency* , Clinical Competence*/statistics & numerical data , Clinical Competence*/standards , Workplace* , Educational Measurement*/methods , Educational Measurement*/statistics & numerical data, Humans ; Students, Medical/statistics & numerical data ; Competency-Based Education/methods ; Oregon
مستخلص: Purpose: The authors describe use of the workplace-based assessment (WBA) coactivity scale according to entrustable professional activities (EPAs) and assessor type to examine how diverse assessors rate medical students using WBAs.
Method: A WBA data collection system was launched at Oregon Health and Science University to visualize learner competency in various clinical settings to foster EPA assessment. WBA data from January 14 to June 18, 2021, for medical students (all years) were analyzed. The outcome variable was level of supervisor involvement in each EPA, and the independent variable was assessor type.
Results: A total of 7,809 WBAs were included. Most fourth-, third-, and second-year students were assessed by residents or fellows (755 [49.5%], 1,686 [48.5%], and 918 [49.9%], respectively) and first-year students by attending physicians (803 [83.0%]; P < .001). Attendings were least likely to use the highest rating of 4 (1 was available just in case; 2,148 [56.7%] vs 2,368 [67.7%] for residents; P < .001). Learners more commonly sought WBAs from attendings for EPA 2 (prioritize differential diagnosis), EPA 5 (document clinical encounter), EPA 6 (provide oral presentation), EPA 7 (form clinical questions and retrieve evidence-based medicine), and EPA 12 (perform general procedures of a physician). Residents and fellows were more likely to assess students on EPA 3 (recommend and interpret diagnostic and screening tests), EPA 4 (enter and discuss orders and prescriptions), EPA 8 (give and receive patient handover for transitions in care), EPA 9 (collaborate as member of interprofessional team), EPA 10 (recognize and manage patient in need of urgent care), and EPA 11 (obtain informed consent).
Conclusions: Learners preferentially sought resident versus attending supervisors for different EPA assessments. Future research should investigate why learners seek different assessors more frequently for various EPAs and if assessor type variability in WBA levels holds true across institutions.
(Copyright © 2024 Written work prepared by employees of the Federal Government as part of their official duties is, under the U.S. Copyright Act, a “work of the United States Government” for which copyright protection under Title 17 of the United States Code is not available. As such, copyright does not extend to the contributions of employees of the Federal Government.)
References: Association of American Medical Colleges. Core Entrustable Professional Activites for Entering Residency: Faculty and Learners’ Guide. Association of American Medical Colleges; 2014. Accessed February 19, 2024. https://store.aamc.org/downloadable/download/sample/sample&#95;id/66/%20 .
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تواريخ الأحداث: Date Created: 20240318 Date Completed: 20240802 Latest Revision: 20240802
رمز التحديث: 20240802
DOI: 10.1097/ACM.0000000000005691
PMID: 38498305
قاعدة البيانات: MEDLINE
الوصف
تدمد:1938-808X
DOI:10.1097/ACM.0000000000005691