Entrustable professional activity assessment tool for clinical procedures: A psychometric study

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.

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INTERRELATIONS OF STUDENTS’ COMPETENCES AND ENTRUSTABLE PROFESSIONAL ACTIVITY

ICERI2019 Proceedings ◽

10.21125/iceri.2019.0600 ◽

2019 ◽

Author(s):

Dita Role ◽

Gunta Beta

Keyword(s):

Professional Activity ◽

Entrustable Professional Activity

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Adapting Feedback to Individual Residents: An Examination of Preceptor Challenges and Approaches

Journal of Graduate Medical Education ◽

10.4300/jgme-d-17-00590.1 ◽

2018 ◽

Vol 10 (2) ◽

pp. 168-175 ◽

Cited By ~ 1

Author(s):

Amanda Roze des Ordons ◽

Adam Cheng ◽

Jonathan Gaudet ◽

James Downar ◽

Jocelyn Lockyer

Keyword(s):

Medical Education ◽

Professional Activity ◽

Framework Analysis ◽

Competency Based Medical Education ◽

Performance Levels ◽

Skill Sets ◽

Entrustable Professional Activity ◽

Competency Based ◽

Individualize Feedback ◽

Insight Into

ABSTRACT Background Feedback conversations between preceptors and residents usually occur in closed settings. Little is known about how preceptors address the challenges posed by residents with different skill sets, performance levels, and personal contexts. Objective This study explored the challenges that preceptors experienced and approaches taken in adapting feedback conversations to individual residents. Methods In 2015, 18 preceptors participated in feedback simulations portraying residents with variations in skill, insight, confidence, and distress, followed by debriefing of the feedback conversation with a facilitator. These interactions were recorded, transcribed, and analyzed using thematic and framework analysis. Results The preceptors encountered common challenges with feedback conversations, including uncertainty in how to individualize feedback to residents and how to navigate tensions between resident- and preceptor-identified goals. Preceptors questioned their ability to enhance skills for highly performing residents, whether they could be directive when residents had insight gaps, how they could reframe the perceptions of the overly confident resident, and whether they should offer support to emotionally distressed residents or provide feedback about performance. Preceptors adapted their approach to feedback, drawing on techniques of coaching for highly performing residents, directing for residents with insight gaps, mediation with overly confident residents, and mentoring with emotionally distressed residents. Conclusions Examining the feedback challenges preceptors encounter and the approaches taken to adapt feedback to individual residents can provide insight into how preceptors meet the challenges of competency-based medical education, in which frequent, focused feedback is essential for residents to achieve educational milestones and entrustable professional activity expectations.

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