Implementing a logbook on entrustable professional activities in the final year of undergraduate medical education in Germany – a multicentric pilot study

Schick, Kristina; Eissner, Alexander; Wijnen-Meijer, Marjo; Johannink, Jonas; Huenges, Bert; Ehrhardt, Maren; Kadmon, Martina; Berberat, Pascal O.; Rotthoff, Thomas

doi:10.3205/zma001277

Cited by 6 publications

(1 citation statement)

References 16 publications

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“…Academic teachers of the Charité Berlin University defined twelve core EPAs, grouped into 5 EPA domains, to measure preparedness for entry into residency: 1. along the clinical encounter, 2. general medical procedures, 3. communicating with patients, 4. communicating and collaborating with colleagues, 5. patient care in special situations (Holzhausen et al, 2019). A pilot study described the implementation of EPAs with 62 final year students in four German universities concluding that more work is needed to integrate EPAs in medical curricula (Schick et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Effectiveness of the EPA-based ‘Toolbox Family Medicine’ on students’ learning satisfaction: study protocol for a controlled trial

Amarell

Wehner

Schroeder

et al. 2022

Preprint

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Background: Family practices constitute an important learning environment for medical students. However, teaching situations markedly vary between practices, and students frequently find rotations underwhelming. Especially, students' active participation in patient care varies profoundly, although it has a significant impact on students' interest in primary care careers. To standardize and improve learning situations in practices, we developed the so-called 'Toolbox Family Medicine (TFM)' using the concept of entrustable professional activities. It provides standardized learning content appropriate for students' levels and allows teaching adaptable to actual practice conditions. Methods: Using a controlled trial with a waiting list control arm, we will evaluate the effectiveness of the toolbox on students' learning satisfaction. A total of 94 students will be allocated 1:1 to intervention and control practices. The teaching concept 'Toolbox Family Medicine (TFM)' comprises a didactic workshop for supervising physicians and a toolbox with practice-specific tasks for medical students. The primary outcome is students' overall satisfaction with their learning progress after the rotation. Secondary outcomes include the kind and number of tasks performed, the entrusted level per task, the feasibility of implementing the toolbox in actual practice settings, and students' motivation to pursue a career in primary care. Discussion: We assume an improvement in learning satisfaction with the intervention. The study will begin with the next practice rotations.

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Section: Introductionmentioning

confidence: 99%

Effectiveness of the EPA-based ‘Toolbox Family Medicine’ on students’ learning satisfaction: study protocol for a controlled trial

Amarell

Wehner

Schroeder

et al. 2022

Preprint

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Communicating evidence-based medical recommendations

Somm¹,

Hajart

Mallat

2022

Präv Gesundheitsf

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Development and consensus of entrustable professional activities for final-year medical students in anaesthesiology

et al. 2022

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Background The transfer of classic concepts of competency-based medical education into clinical practice has been proven to be difficult in the past, being described as partially fragmented, misleading and inadequate. At the beginning of training, novice doctors commonly feel overwhelmed, overloaded and exposed to extreme time pressure. The discrepancy between expected and actual clinical competence of doctors at the start of their speciality training jeopardizes patient safety. The framework of Entrustable Professional Activities (EPAs) is a promising instrument to effectively integrate competency-based training into clinical practice and may help to close this gap and consequently to improve patient safety. Methods For anaesthesiology, we developed 5 EPAs for final-year medical students. The EPAs comprised the following seven categories: 1. Title, 2. Specifications, 3. Limitations, 4. Competency domains, 5. Knowledge, abilities and skills, professional attitudes, 6. Assessment and 7. Entrustment. Based on a modified, online-based Delphi study, we further developed and refined these EPAs. Education experts were recruited from the alumni network of the Master of Medical Education (MME) degree course from the University of Heidelberg, Germany. Results 28 data sets were evaluated in three Delphi rounds. 82% of study participants had previous experience with EPAs. Qualitative and quantitative data formed the basis during the iterative process and resulted in complete descriptions of 5 EPAs for final-year medical students in anaesthesiology. Conclusions Our study including the associated description of 5 EPAs represent a further step and starting point for EPA-based curricula in medical training in Germany linking undergraduate training, to residency training and continuous medical education.

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Implementing a logbook on entrustable professional activities in the final year of undergraduate medical education in Germany – a multicentric pilot study

Cited by 6 publications

References 16 publications

Effectiveness of the EPA-based ‘Toolbox Family Medicine’ on students’ learning satisfaction: study protocol for a controlled trial

Effectiveness of the EPA-based ‘Toolbox Family Medicine’ on students’ learning satisfaction: study protocol for a controlled trial

Communicating evidence-based medical recommendations

Development and consensus of entrustable professional activities for final-year medical students in anaesthesiology

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