Accepted Type
Facilitated and Dedicated Poster
Code
LP1 - 03
Acceptance Declaration
Accept
Additional Information
- I declare I have no actual or potential conflict of interest in relation to this program.
- Yes, I have/had in the past 2 years, a financial interest, arrangement, or affiliation with one or more organizations that could be perceived as a direct/indirect conflict of interest in the context/content of the subject of this or any other presentation.
Was this work accepted for CCME 2020?
no
Category
General Call (Workshop, Oral Presentation, Poster Presentation)
Type
Oral
Sub Type
Education Research
Will the presenter be a:
Resident
Affiliation
Considered for Poster
yes
Title
Theoretical or Practical? Evaluation of Entrustable Professional Activities (EPA) in the 2019−2020 Internal Medicine Cohort
Length of Presentation
Background/Purpose
Implementation of competence-by-design (CBD) through completion of Entrustable Professional Activities (EPA) aims to enhance resident performance and ultimately, patient outcomes. Whether electronically completed EPAs translate into meaningful learning assessment remains uncertain. We aimed to evaluate the quality of EPA feedback completed by faculty and residents.
Methods
We assessed the quality of feedback from all EPAs for PGY1 Internal Medicine Residents from July 2019−May 2020 at Western University. Based on literature review, we assessed feedback quality on four domains: timeliness (<7days duration from clinical encounter to EPA completion), task-oriented (yes or no), actionability (very, semi, or not actionable), and polarity (positive, negative, mixed, or neutral). Four independent reviewers were blinded to names of evaluators and learners, and were randomized to assess the four variables outlined.
Results
A total of 2,471 EPAs were initiated, 80% were completed, of which 39% were completed by faculty and 61% by residents. Of all feedback received, 47% of EPAs were timely, 85% were task-specific, 83% consisted of positive feedback, 4% mixed, and 12% neutral. Thirty percent were semi- or very actionable.
Conclusion
In the first year of implementation a cohort of 34 PGY1s attempted 2,471 EPAs with a completion rate of 80%. Feedback is generally task-oriented, not timely, and only actionable 30% amount of time. Residents bear a large burden for both obtaining and assessing EPAs. The timeliness and actionability of feedback will require more resident and faculty development in order to achieve the goals of CBD.
Keyword 1
Quality Assessment
Keyword 2
Feedback
Keyword 3
Competence-by-Design
Level of Training
Post Graduate
Abstract Themes
Assessment
Assessment
- Formative
- Work-place based
- Written/Narrative
- Competency-based assessment
- Raters
- Entrustable Professional Activities
Additional Theme (First choice)
Postgraduate
Additional Theme (Second Choice)
Additional Theme (Third Choice)
Authors
Presenter
Jennifer Theresa DCruz
Term 1
Yes
Term 2
Yes
Term 3
Yes
Term 4
Yes
Term 5
Yes
