Expectations for PhDs in health professions education: an international EPA-framed, modified Delphi study

Gandomkar, Roghayeh; Zaeri, Reza; Cate, Olle ten

doi:10.1007/s10459-022-10136-4

Cited by 4 publications

(4 citation statements)

References 28 publications

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“…Our approach is not consistent with the EPA framework in terms of assessment and entrustment decisions with different levels of supervision. A similar approach has previously used to define an overarching set of EPA for university teachers [ 5 ], a set of EPAs representing the core expectation for PhDs in health professions education [ 30 ]; and EPAs for the training of translational scientists [ 28 ].…”

Section: Discussionmentioning

confidence: 99%

“…However, using the EPA framework primarily to operationalize teaching responsibilities in a task-based manner has merit and can advance the field. In this sense, teaching EPAs can provide a basis for guiding faculty in their personal development and career choices, describing the breadth and depth of activities expected to enhance their understanding of their professional roles [ 30 ]. As health educators are pre-qualified health professionals who are allowed to work independently under their licence, teaching EPAs are used to shape faculty development based on professional teaching activities, rather as a formal assessment tool [ 5 , 32 ].…”

Section: Discussionmentioning

confidence: 99%

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Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

Peters,

Holzhausen,

Czeskleba

et al. 2024

BMC Med Educ

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Background The concept of entrustable professional activities (EPAs) has recently been extended to operationalize professional tasks in teacher training and faculty development in health professions education. The aim of this study is to report on the process and results of defining a set of teaching EPAs (t-EPAs) tailored to the local characteristics of a particular undergraduate medical program. Methods The undergraduate medical program at the Charité – Universitätsmedizin Berlin is competency-based, integrates thematic modules and spans 6 years. A writing team identified teaching EPAs based on the program’s study regulations and drafted content descriptions with titles, specifications and knowledge, skills and attitudes. Content validation involved a modified Delphi procedure with a systematic, iterative interaction between a panel of content experts consisting of purposively selected educators and physicians from our faculty (n = 11) and the writing team. The threshold for a consensus was an agreement of 80% of the participants. Results After two Delphi rounds, a consensus was reached regarding the teaching activities to be included and their content descriptions. The response rate was 100% in both Delphi rounds. The Delphi results include the content descriptions of a total of 13 teaching EPAs, organized into the two overarching EPA domains of classroom-based (n = 10) and workplace-based (n = 3) activities. Tailoring the classroom EPAs to small group teaching and the workplace EPAs to supervising medical students led to several distinct EPAs. Another feature was the development of 2 teaching EPAs for interdisciplinary teaching. Conclusions In systematic, Delphi-based process, we defined a set of 13 distinct teaching EPAs tailored to a specific undergraduate medical program that cover the core teaching tasks for faculty in this program. Our report on the principles of the process and the results may guide other medical schools and educators in defining and tailoring teaching EPAs according to their contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

Peters,

Holzhausen,

Czeskleba

et al. 2024

BMC Med Educ

View full text Add to dashboard Cite

show abstract

“…Another study suggested 24 entrustable professional activities (EPAs) for HPE graduates categorized into three broad areas: research and scholarship, educational development, and educational management [45]. External validity of the 24 EPAs resulted in 17 EPAs across two domains, namely, research and scholarship and educational development [46]. These competencies and EPAs need to be pilot tested with HPE doctoral students in different programs to validate them.…”

Section: Discussionmentioning

confidence: 99%

A continuing professional development imperative? Examining trends and characteristics of health professions education doctoral programs

Kulo

Cestone

2022

BMC Med Educ

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Background Despite the long-standing faculty development initiatives for improving teaching skills in the health professions, there is still a growing need for educators who are formally trained in educational theory and practice as health professions schools experience dramatic demand and growth. Graduate programs in health professions education (HPE) provide an avenue for health professions’ faculty continuing professional development to enhance their knowledge and skills for teaching and curriculum leadership roles. There has been a proliferation of certificate, master’s, and doctoral programs in HPE over the last two decades to respond to the growing need for well-prepared faculty educators and program leadership. The purpose of this study was to identify and describe current HPE doctoral programs in United States (U.S.) and Canada. Methods The study first examined doctoral programs in HPE identified in earlier studies. Next, we searched the literature and the web to identify new doctoral programs in the U.S. and Canada that had been established between 2014, when the prior study was conducted, and 2022. We then collated and described the characteristics of these programs, highlighting their similarities and differences. Results We identified a total of 20 doctoral programs, 17 in the U.S. and 3 in Canada. Of these, 12 programs in the U.S. and 1 program in Canada were established in the last 8 years. There are many similarities and some notable differences across programs with respect to degree title, admission requirements, duration, delivery format, curriculum, and graduation requirements. Most programs are delivered in a hybrid format and the average time for completion is 4 years. Conclusions The workforce shortage facing health professional schools presents an opportunity, or perhaps imperative, for continuing professional development in HPE through certificate, master’s, or doctoral programs. With the current exponential growth of new doctoral programs, there is a need to standardize the title, degree requirements, and further develop core competencies that guide the knowledge and skills HPE graduates are expected to have upon graduation.

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“…A medical student member was considered for working groups in areas such as ‘Students’ or ‘Educational Resources’ that needed student input. We have a pool of students and graduates of medical education (MSc and PhD) in Iran [ 38 , 39 ]. Therefore, we included at least one member among them for each working group to guide the group regarding medical education concepts.…”

Section: Methodsmentioning

confidence: 99%

Developing and validating a national set of standards for undergraduate medical education using the WFME framework: the experience of an accreditation system in Iran

et al. 2023

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Background Defining standards is the first step toward quality assurance and improvement of educational programs. This study aimed at developing and validating a set of national standards for the Undergraduate Medical Education (UME) program through an accreditation system in Iran using the World Federation for Medical Education (WFME) framework. Methods The first draft of standards was prepared through consultative workshops with the participation of different UME program stakeholders. Subsequently, standards were sent to medical schools and UME directors were asked to complete a web-based survey. The content validity index at the item level (I-CVI) was computed using criteria including clarity, relevance, optimization and evaluability for each standard. Afterward, a full-day consultative workshop was held and a wide range of UME stakeholders across the country (n = 150) discussed the survey results and made corrections to standards. Results Analysis of survey results showed that relevance criteria had the best CVI as only 15 (13%) standards demonstrated CVI < 0.78. More than two-thirds (71%) and a half (55%) of standards showed CVI < 0.78 for optimization and evaluability criteria. The final set of UME national standards was structured in 9 areas, 24 sub-areas, 82 basic and 40 quality development standards, and 84 annotations. Conclusions We developed and validated national standards as a framework to ensure the quality of UME training with input from UME stakeholders. We used WFME standards as a benchmark while addressing local requirements. The standards and participatory approach to developing standards may guide relevant institutions.

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Expectations for PhDs in health professions education: an international EPA-framed, modified Delphi study

Cited by 4 publications

References 28 publications

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

Defining a set of teaching EPAs tailored to an undergraduate medical curriculum using a modified Delphi approach

A continuing professional development imperative? Examining trends and characteristics of health professions education doctoral programs

Developing and validating a national set of standards for undergraduate medical education using the WFME framework: the experience of an accreditation system in Iran

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