文章基本信息

标题：How to define core entrustable professional activities for entry into residency?
本地全文：下载
作者：Ylva Holzhausen ; Asja Maaz ; Anna Renz 等
期刊名称：BMC Medical Education
印刷版ISSN：1472-6920
出版年度：2018
卷号：18
期号：1
页码：87-90
DOI：10.1186/s12909-018-1159-5
出版社：BioMed Central
摘要：Institutions considering to employ core Entrustable Professional Activities (EPAs) for entry into postgraduate training as outcomes for their undergraduate medical programs can partly build on published examples, but also have to undergo their own content validation process to take their specific context into consideration. This process involves several challenges and is not well-described in the literature. Here, we report in detail on a systematic, literature-based approach we recently utilised at our institution to define core EPAs for entry into residency. Central to the process was a modified Delphi consent procedure. It involved a multistep interaction between a writing team and a multidisciplinary panel of experienced physicians. Panel members provided both quantitative ratings and qualitative feedback on the EPA categories title, specification/limitations, conditions and implications of entrustment decision, knowledge, skills, and attitude. Consent was achieved when a Content Validity Index (CVI) of ≥80% was reached. The writing team adjusted the EPA category descriptions on the basis of panel members´ ratings and comments, and specified the EPA categories’ link to competencies and assessment sources. This process produced a description and definition of a full set of core EPAs for entry into residency adapted to our context. This process description for locally adapted core EPAs for entry into residency may support and guide other medical schools in the development and implementation of EPAs into their programs.
关键词：Entrustable Professional Activities ; Curriculum development ; Undergraduate medical education ; Consensus methods