Filling the Core <scp>EPA</scp> 10 assessment void: A framework for individual assessment of Core Entrustable professional activity 10 competencies in medical students

Miller, Dwight C.; Gibb, William; Caretta‐Weyer, Holly; Ng, Kristen; Sebok‐Syer, Stefanie S; Gisondi, Michael A.

doi:10.1002/aet2.10787

Cited by 3 publications

(2 citation statements)

References 35 publications

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“…Medical educators found that these students were less prepared to manage a simulated emergent diagnosis when compared to managing a range of non-acute conditions [ 9–12 ]. Further complicating the entrustment of medical students on EPA-10 is their lack of access to critically ill or injured patients in the emergency department [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

“…While some EPAs might be amenable to work-based assessment, it is untenable to think that medical students could be safely assessed on independently evaluating and managing a seriously ill patient in the clinical setting [ 10–12 ]. Subsequently, high-fidelity (HF) human physiology simulation equipment (simulators or manikins) has been developed for simulation-based teaching and assessment of medical students on the skills related to EPA-10 [ 10 , 13 , 14 ]. Since realism is at the heart of HF simulation, it typically involves the recreation of the clinical environment in which care of the patient takes place.…”

Section: Introductionmentioning

confidence: 99%

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Evaluation of high-fidelity and virtual reality simulation platforms for assessing fourth-year medical students’ encounters with patients in need of urgent or emergent care

Malone,

Way,

Leung

et al. 2024

Annals of Medicine

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Background Medical students in the U.S. must demonstrate urgent and emergent care competence before graduation. Urgent and emergent care competence involves recognizing, evaluating and initiating management of an unstable patient. High-fidelity (HF) simulation can improve urgent and emergent care skills, but because it is resource intense, alternative methods are needed. Study Objective Our primary purpose was to use program evaluations to compare medical student experiences with HF and virtual reality (VR) simulations as assessment platforms for urgent and emergent care skills. Methods During their emergency medicine clerkship, students at The Ohio State University College of Medicine must demonstrate on HF manikins, competence in recognizing and initiating care of a patient requiring urgent or emergent care. Students evaluated these simulations on a five-point quality scale and answered open-ended questions about simulation strengths and weaknesses. Faculty provided feedback on student competence in delivering urgent or emergent care. In 2022, we introduced VR as an alternative assessment platform. We used Wilcoxon Signed Ranks and Boxplots to compare ratings of HF to VR and McNemar Test to compare competence ratings. Comments were analyzed with summative content analysis or thematic coding. Results We received at least one evaluation survey from 160 of 216 (74.1%) emergency medicine clerkship students. We were able to match 125 of 216 (57.9%) evaluation surveys for students who completed both. Average ratings of HF simulations were 4.6 of 5, while ratings of VR simulations were slightly lower at 4.4. Comments suggested that feedback from both simulation platforms was valued. Students described VR as novel, immersive, and good preparation for clinical practice. Constructive criticism identified the need for additional practice in the VR environment. Student performance between platforms was significantly different with 91.7% of students achieving competence in HF, but only 65.5% in VR ( p ≤.001, odds-ratio = 5.75). Conclusion VR simulation functions similarly to HF for formative assessment of urgent and emergent care competence. However, using VR simulation for summative assessment of urgent and emergent care competence must be considered with caution because students require considerable practice and acclimation to the virtual environment.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluation of high-fidelity and virtual reality simulation platforms for assessing fourth-year medical students’ encounters with patients in need of urgent or emergent care

Malone,

Way,

Leung

et al. 2024

Annals of Medicine

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Using Virtual Reality to Teach Medical Students Cross-Coverage Skills

Garber,

Meliagros,

Diener-Brazelle

et al. 2024

The American Journal of Medicine

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Reimagining Undergraduate Critical Care Medical Education: A Path for the Next Decade

Gergen,

Kommaraju,

Stewart

et al. 2024

ATS Scholar

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Foundational training in critical care medicine is an integral part of both undergraduate and graduate medical education. Yet, many medical school graduates enter residency underprepared to care for critically ill patients because of a lack of ubiquity of undergraduate critical care education and the heterogeneity of existing didactic and clinical experiences. This Perspective explores the importance of undergraduate critical care education, the current national and international landscape, innovative educational strategies and exemplar curricula, and recent advances in assessment that may better reflect learner-centered educational outcomes. As broad curricular reforms push medical education toward a more innovative, interactive, and collaborative future, now is the time to rethink and reimagine undergraduate critical care education.

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Filling the Core EPA 10 assessment void: A framework for individual assessment of Core Entrustable professional activity 10 competencies in medical students

Cited by 3 publications

References 35 publications

Evaluation of high-fidelity and virtual reality simulation platforms for assessing fourth-year medical students’ encounters with patients in need of urgent or emergent care

Evaluation of high-fidelity and virtual reality simulation platforms for assessing fourth-year medical students’ encounters with patients in need of urgent or emergent care

Using Virtual Reality to Teach Medical Students Cross-Coverage Skills

Reimagining Undergraduate Critical Care Medical Education: A Path for the Next Decade

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