Submission ID 77826
| Code | P35 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Poster |
| Will the presenter be a: | Student |
| Title | Are We Using Epas Correctly? Comparing Feedback Quality with Entrustment |
| Background/Purpose | Within competency based medical education (CBME), entrustable professional activities (EPAs) have been introduced as authentic tasks of a discipline in which trainees must demonstrate competence in order to be promoted to the next stage of training. We used the validated Quality of Assessment Learning (QuAL) score to evaluate the quality of EPA narrative feedback in the first six months of CBME implementation in a local paediatric residency program, and to explore the variables associated with feedback quality. |
| Methods | All EPAs completed on Paediatric residents at Western University from July to December 2021 were collected and anonymized. Assessor role (resident or faculty), entrustment score (1-5), and narrative comments were extracted and scored by one of two independent reviewers using the QuAL rating (0-5). The relationships between QuAL scores and entrustment were assessed using Pearson correlations. |
| Results | A total of 652 EPAs were analyzed from residents (n=214) and faculty (n=438). There was no significant difference between the QuAL scores from faculty versus resident assessors [3.40 (95% CI 3.27-3.52) and 3.55 (95% CI 3.38-3.72) respectively, p=0.17]. QuAL scores were inversely correlated to the entrustment score for both faculty (r=-0.13, p=0.0053<0.05) and resident assessors (r=-0.27, p=0.0001 <0.0005). |
| Discussion | These results suggest assessors may be incorrectly viewing EPAs as summative assessments rather than formative. To support a growth mindset in our trainees, EPAs should be used to initiate dialogue about ongoing growth and development. A renewed emphasis on providing actionable suggestions for improvement will further increase the quality of feedback provided to trainees in the CBME era. |
| Keyword 1 | Competency based medical education |
| Keyword 2 | Quality of Assessment Learning |
| Keyword 3 | Entrustable professional activities |
| Abstract content most relevant to: (check all that apply) | Continuing Professional Development (CPD) (faculty development, CME)
Residency Education |
| Abstract Track - First Choice | Teaching and learning |
| Teaching and Learning | Quality improvement |
| Authors | David Cohen David Cohen Kevin Puentes Andrea Ens Marta Wilejto Amrit Kirpalani Robin Mackin |
