Implementing entrustable professional activities at Yong Loo Lin school of medicine Singapore undergraduate medical education program

AbstractBackgroundNutrition plays an important role in diseases, and physicians need to be proficient in providing nutrition counselling to patients. There is limited information regarding nutrition education in Canadian medical schools.ObjectiveThe objective of this study was to investigate students’ perspectives about nutrition training provided in the undergraduate medical education program at Dalhousie University.MethodsAll medical students in their second, third, and fourth years of training at Dalhousie University were surveyed online with a 23-item questionnaire that included 10 nutrition competencies.ResultsOf 342 students, 89 (26%) completed the survey. Using a five-point Likert scale, ranging from one, indicating ‘very dissatisfied/strongly disagree’ to five, indicating ‘very satisfied/strongly agree,’ the mean overall satisfaction with nutrition curriculum was 2.9 ± 0.81. Perceived competency in nutrition assessment had the highest mean satisfaction rating (3.98 ± 0.89). There was more variance on perceived competency, with other aspects of training including basic nutrition principles (3.51 ± 0.92), disease prevention (3.14 ± 1.12), disease management (3.48 ± 1.00), role of dietitians (2.97 ± 1.05), credible nutrition sources (3.14 ± 1.09), dietary assessment (2.82 ± 1.11), lifecycle nutrition (2.67 ± 1.09), food security (2.4 ± 0.95) and malnutrition (2.74 ± 0.93). Med-4 students agreed significantly more than Med-2 students regarding confidence about their understanding of the role of dietitians. Students recommended a longitudinal nutrition program, inclusion of dietitians as educators, and provision of evidence-based resources in the curriculum. The majority (79%) agreed that more nutrition instruction is needed. Satisfaction with nutrition education has not improved since 2010, despite curricular changes.ConclusionsMedical students’ satisfaction with nutrition education remains problematic. They want more nutrition training. Ongoing assessment and student feedback is important to make changes and improvements in the nutrition curriculum.

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Enhancing Evaluation in an Undergraduate Medical Education Program

Academic Medicine ◽

10.1097/acm.0b013e31817eb8ab ◽

2008 ◽

Vol 83 (8) ◽

pp. 787-793 ◽

Cited By ~ 18

Author(s):

Kathryn A. Gibson ◽

Patrick Boyle ◽

Deborah A. Black ◽

Margaret Cunningham ◽

Michael C. Grimm ◽

...

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Education Program ◽

Medical Education Program

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Successful development of generic capabilities in an undergraduate medical education program

Higher Education Research & Development ◽

10.1080/07294360.2011.559194 ◽

2012 ◽

Vol 31 (4) ◽

pp. 525-539 ◽

Cited By ~ 20

Author(s):

H. Patrick McNeil ◽

Helen A. Scicluna ◽

Patrick Boyle ◽

Michael C. Grimm ◽

Kathryn A. Gibson ◽

...

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Education Program ◽

Successful Development ◽

Medical Education Program

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The RIME Model Provides a Context for Entrustable Professional Activities Across Undergraduate Medical Education

Academic Medicine ◽

10.1097/acm.0000000000002211 ◽

2018 ◽

Vol 93 (6) ◽

pp. 954 ◽

Cited By ~ 4

Author(s):

Eric G. Meyer ◽

William F. Kelly ◽

Paul A. Hemmer ◽

Louis N. Pangaro

Keyword(s):

Medical Education ◽

Undergraduate Medical Education ◽

Entrustable Professional Activities ◽

Professional Activities

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

BMC Medical Education ◽

10.1186/s12909-021-02608-9 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Severin Pinilla ◽

Eric Lenouvel ◽

Andrea Cantisani ◽

Stefan Klöppel ◽

Werner Strik ◽

...

Keyword(s):

Medical Education ◽

Curriculum Development ◽

Undergraduate Medical Education ◽

Scoping Review ◽

Implementation Strategies ◽

Entrustable Professional Activities ◽

Research Approach ◽

Clinical Rotations ◽

Professional Activities ◽

Scoping Reviews

Abstract 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.

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