Mostafa Dehghani Poudeh1, Aeen Mohammadi2, Rita Mojtahedzadeh3, Nikoo Yamani4. 1. Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran. 2. Department of E-learning in Medical Education, Virtual School, Center for Excellence in E-learning in Medical Education, Tehran University of Medical Sciences, Tehran, Iran. aeen_mohammadi@tums.ac.ir. 3. Department of E-learning in Medical Education, Virtual School, Center for Excellence in E-learning in Medical Education, Tehran University of Medical Sciences, Tehran, Iran. 4. Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran.
Abstract
BACKGROUND: Entrustable professional activities (EPAs) are those activities that a health professional can perform without direct supervision in a defined environment. Bridging the gap between competencies and learning objectives, EPAs have made assessing the performances of health professional more realistic. The main objective of the present study was developing and customizing EPAs for Iranian Internal Medicine Residency Programs. RESULTS: After reviewing the publications, residency curricula and logbooks, and collecting experts' ideas, the initial list of EPAs was developed. Then, in a focus group, the list was refined, the entrustability level of each residency year was determined, and finally, the EPA-competency cross-tab was established, and in the next step, through a one- round Delphi, the results were validated. Twenty-eight EPAs were developed. Some of them were definitely suitable for the higher levels of residency, such that they had to be accomplished under direct supervision until the end of the program. On the other hand, some of EPAs were those that residents, even from the first year, are expected to perform independently or under indirect supervision. Most of the EPAs cover a wide range of competencies. CONCLUSION: Determining the entrustability level of each residency year in each EPA as well as the competency- EPA matrix has crucial effect on the quality of the graduates. It seems that our findings are applicable in developing countries like Iran.
BACKGROUND: Entrustable professional activities (EPAs) are those activities that a health professional can perform without direct supervision in a defined environment. Bridging the gap between competencies and learning objectives, EPAs have made assessing the performances of health professional more realistic. The main objective of the present study was developing and customizing EPAs for Iranian Internal Medicine Residency Programs. RESULTS: After reviewing the publications, residency curricula and logbooks, and collecting experts' ideas, the initial list of EPAs was developed. Then, in a focus group, the list was refined, the entrustability level of each residency year was determined, and finally, the EPA-competency cross-tab was established, and in the next step, through a one- round Delphi, the results were validated. Twenty-eight EPAs were developed. Some of them were definitely suitable for the higher levels of residency, such that they had to be accomplished under direct supervision until the end of the program. On the other hand, some of EPAs were those that residents, even from the first year, are expected to perform independently or under indirect supervision. Most of the EPAs cover a wide range of competencies. CONCLUSION: Determining the entrustability level of each residency year in each EPA as well as the competency- EPA matrix has crucial effect on the quality of the graduates. It seems that our findings are applicable in developing countries like Iran.
Entities:
Keywords:
Assessment; Competence; Competency based medical education; Entrustability; Entrustable professional activities; Entrustment; Internal medicine; Medical education; Workplace-based assessment
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