Obstetrics and Gynecology Modified Delphi Survey for Entrustable Professional Activities: Quantification of Importance, Benchmark Levels, and Roles in Simulation-based Training and Assessment

Abstract: Introduction: This article features “Entrustable Professional Activities (EPAs)” in the Obstetrics and Gynecology field designed for medical undergraduates, aiming to support the teaching/learning process. Objective: The aim is for the graduate to be competent to meet the minimum requirements necessary for the student in this field. Method: In this study, EPAs were created based on an international template already in use and validated using the Delphi technique. The structuring of the EPAs was based on the international literature: “Core Entrustable Professional Activities for Entering Residency: Curriculum Developer’s Guide” from the Association of American Medical Colleges (AAMC). The content for the topics of each EPA was based on the publication “The Obstetrics and Gynecology Milestone Project” from the joint action of the Accreditation Council for Graduate Medical Education (ACGME), the American College of Obstetrics and Gynecology (ACOG) and the American Board of Obstetrics and Gynecology (ABOG). Results: Thirteen EPAs were created with topics for teaching in that field during undergraduate school. A checklist was created for each EPA, aiming to guide the evaluator and the student regarding the performance of the tasks defined in the EPAs. Conclusion: The EPAs with checklists bring an innovative proposal for Obstetrics and Gynecology teaching in medical graduation since they facilitate and operationalize the learning, the development, and the observation of the acquisition of knowledge, skills and attitudes required for the performance of each topic in the area, thus helping the training of a competent professional. At the end of the medical course, the ability to perform all EPAs identifies a competent graduate in Gynecology and Obstetrics regarding the general practitioner.

Download Full-text

Using language of entrustable professional activities to define learning objectives of radiology clerkship: A modified Delphi study

Medical Teacher ◽

10.1080/0142159x.2019.1645951 ◽

2019 ◽

Vol 41 (12) ◽

pp. 1419-1426 ◽

Cited By ~ 1

Author(s):

Bushra Nayyar ◽

Rahila Yasmeen ◽

Rehan Ahmed Khan

Keyword(s):

Delphi Study ◽

Learning Objectives ◽

Entrustable Professional Activities ◽

Professional Activities ◽

Modified Delphi

Download Full-text

Development of entrustable professional activities for residents rotating nephrology department in a Japanese university hospital: a Delphi study

BMJ Open ◽

10.1136/bmjopen-2020-047923 ◽

2021 ◽

Vol 11 (8) ◽

pp. e047923

Author(s):

Akihito Tanaka ◽

Takeshi Kondo ◽

Yuka Urushibara-Miyachi ◽

Shoichi Maruyama ◽

Hiroshi Nishigori

Keyword(s):

Delphi Method ◽

Delphi Study ◽

Evaluation Criteria ◽

University Hospital ◽

Entrustable Professional Activities ◽

Affiliate Hospital ◽

Japanese University ◽

Professional Activities ◽

Modified Delphi ◽

Initial List

ObjectivesTraining strategies regarding entrustable professional activities (EPAs) vary from country to country; one such strategy is for residents. However, there are no reports of EPAs developed for residents who rotate to the nephrology departments. We aimed to construct such EPAs, which could be generalised to other institutions.DesignPurposive design and a modified Delphi method to build consensus.SettingThe department of nephrology in a university hospital in Aichi Prefecture, Japan.ParticipantsBased on the attainment goals used in our department, an initial list was developed within the research group. The expert panel included 25 nephrologists from our affiliate hospital. Responses were based on a 5-point method and agreement was reached if both (A) and (B) were met: (A) mean≥4 with a SD <1; (B) more than 75% of respondents rated the item 4 or more. With agreement, the item was left for the next round. This round was repeated.ResultsAn initial list of 11 items was developed; after three Delphi rounds and revisions, eight items remained that were then established as the final EPAs. These items can serve as a list of goals to be reached by residents who rotate to the department of nephrology. The results indicated that most of the experts believed residents should be able to perform tasks deemed necessary or urgent for all physicians, such as those that deal with hyperkalaemia and heart failure.ConclusionsThe concept of EPAs enabled us to develop goals and evaluation criteria for residents’ training in nephrology. This study can serve as a springboard for future discussions and contribute to the development of resident education in nephrology.

Download Full-text

Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process

Journal of Dental Education ◽

10.1002/jdd.12620 ◽

2021 ◽

Author(s):

Vidya Ramaswamy ◽

Mark Fitzgerald ◽

Theodora Danciu ◽

Romesh Nalliah ◽

Tracy Peralta ◽

...

Keyword(s):

Dental Education ◽

Delphi Process ◽

Entrustable Professional Activities ◽

Professional Activities ◽

Modified Delphi

Download Full-text

Can simulation-based team resource management training help students to pass entrustable professional activities 13?

BMJ Simulation and Technology Enhanced Learning ◽

10.1136/bmjstel-2018-000397 ◽

2018 ◽

Vol 6 (1) ◽

pp. 22-25

Author(s):

Tung-Wen Ko ◽

Sheng-Hui Hung ◽

Yung-Lung Wu ◽

Hui-Chen Lee ◽

Heng-Hui Lein ◽

...

Keyword(s):

Resource Management ◽

Clinical Treatment ◽

Entrustable Professional Activities ◽

Care Process ◽

Post Graduate ◽

Evaluation Form ◽

Professional Activities ◽

Simulation Based ◽

Teamwork Skills ◽

Team Resource Management

ObjectiveSimulation technology has been integrated into team resource management (TRM) training in many hospitals. We designed a simulation-based TRM training scenario (SBTRM) aiming to help post graduate year (PGY) physicians to fulfil the requirements of the entrustable professional activities 13 (EPA 13). In this study, we investigate and report the SBTRM effectiveness.MethodsA total of 61 physicians received the SBTRM from March to November 2017. The SBTRM covers the core contents of teamwork skills. The trainees were evaluated with qualified clinical instructors after SBTRM training. The evaluation form is a 15-item questionnaire that evaluates the communication, situation monitoring, attitudes and clinical treatment of trainee behaviour.ResultsA total of 75% of trainees agreed that the simulation is close to the usual care behaviour and helpful in thinking about changes in the surrounding conditions. More than 80% of trainees can actively communicate the care process; 82% of trainees can provide appropriate clinical treatment for patients. We found that physicians did not pay enough attention to the definition of ‘nursing work’. 75% of the overall performance of teamwork and patient safety reached only ‘good’ level.ConclusionsCurrent medical education is increasingly using simulation to learn teamwork skills, with the hope that trainees use systematic thinking to carry out the care process. In this study, we designed a SBTRM and evaluation form that meets the requirements of EPA 13 for trainees. This training should improve physicians’ safety awareness in the first post-graduate year.

Download Full-text

Use of a Simulation-Based Capstone Course to Teach and Assess Entrustable Professional Activities to Graduating Medical Students

Medical Science Educator ◽

10.1007/s40670-016-0267-2 ◽

2016 ◽

Vol 26 (3) ◽

pp. 453-456 ◽

Cited By ~ 5

Author(s):

David H. Salzman ◽

William C. McGaghie ◽

Timothy Caprio ◽

Elizabeth A. Even ◽

Kathryn Hufmeyer ◽

...

Keyword(s):

Medical Students ◽

Entrustable Professional Activities ◽

Capstone Course ◽

Professional Activities ◽

Simulation Based

Download Full-text

Development of a List of Competencies and Entrustable Professional Activities for Resident Physicians During Death Pronouncement: A Modified Delphi Study

10.21203/rs.3.rs-668237/v1 ◽

2021 ◽

Author(s):

Takaomi Kessoku ◽

Yu Uneno ◽

Yuka Urushibara-Miyach ◽

Kiyofumi Oya ◽

Akihiko Kusakabe ◽

...

Keyword(s):

Delphi Study ◽

Evaluation Method ◽

Entrustable Professional Activities ◽

Snowball Sampling ◽

Professional Activities ◽

Modified Delphi ◽

Resident Physicians ◽

External Evaluators ◽

Item List ◽

General Wards

Abstract Purpose: Appropriate delivery of death pronouncements potentially affects bereaved families’ wellbeing positively. Younger physicians need to learn death pronouncement skills; currently, the competencies and entrustable professional activities (EPAs) in death pronouncement practice have not been clarified.Therefore, this study aimed to develop a list of competencies and EPAs necessary for death pronouncement practice, which resident physicians need to acquire by the end of their residency training (postgraduate year 2).Methods: An anonymous modified Delphi study was conducted with a panel of 31 experts. The experts were invited online from general wards in hospitals with resident physicians across Japan to participate in the study using the purposive and snowball sampling method. A non-anonymous web conference was held with three additional external evaluators to finalize the item list. The consensus criterion was defined as a mean response of at least 4 points on a 5-point Likert scale for each competency and EPA item and a rating of 4 or 5 points by at least 80% of the participants.Results: Consensus was achieved, with consistently high levels of agreement across panel members, on 11 competencies and 9 EPA items. Additionally, a correspondence matrix table between competencies and EPAs was developed.Conclusions: This study clarified the standardized educational outcomes for knowledge, skills, and attitudes in death pronouncement practice and the level of physicians who can perform this practice independently, serving as a blueprint to aid the development of an educational model and evaluation method for clinical educational institutions and developers of medical school curriculums.

Download Full-text