Using language of entrustable professional activities to define learning objectives of radiology clerkship: A modified Delphi study

Nayyar, Bushra; Yasmeen, Rahila; Khan, Rehan Ahmed

doi:10.1080/0142159x.2019.1645951

Cited by 13 publications

(14 citation statements)

References 33 publications

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“…A total of 12 studies reported on development of EPAs. There were several methods reported for development including a modified Delphi method, 41‐44 development by academics or educators 45‐47 and development via workshops with multiple stakeholders 48‐51 . Some authors involved students as part of the development process, 49 whereas others mapped workforce data such as position descriptions and job advertisements 48 …”

Section: Resultsmentioning

confidence: 99%

“…Most studies report on single institution development with potential for use by other institutions 42,43,45‐47,49 . Several studies report on EPA development for a specific subset of a discipline 42,44,52 …”

Section: Resultsmentioning

confidence: 99%

“…The potential benefits of this are numerous. Several papers included in this study reported mismatches between expected and actual performance of entry‐level graduates 41,43,44,51 . A performance gap potentiates patient safety risks if a worker entrusted with the care of a patient is not able to perform at the expected level or receives insufficient supervision.…”

Section: Discussionmentioning

confidence: 99%

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Entrustable professional activities in entry‐level health professional education: A scoping review

Bramley

McKenna

2021

Medical Education

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Entrustable professional activities (EPAs) are a recent enhancement to competency‐based health professional education that describe the observable work done by a competent health professional. Through defining education outcomes in a work‐based context, EPAs offer potential to identify skill gaps in individual or student cohorts and focus improvements. Entrustable professional activities have been pioneered and gained rapid acceptance in postgraduate medical education; however, less is known about their application and use in undergraduate or entry‐level health professional education. The Joanna Briggs Institute scoping review methodology was used to explore how and in what context EPAs are being used in entry‐level health professional education. Databases searched include CINAHL, EMBASE, MEDLINE, Web of Science and PsycINFO. A total of 748 abstracts were returned after duplicates removed, and 127 full‐text articles were screened with 30 included for data extraction. Publications in this area have recently accelerated with disciplines of professions of medicine, pharmacy, dietetics and physician assistants reporting on EPA development, implementation and evaluation. EPA use has been reported in the United States, Canada, Europe Australia and Central America. Major motivation reported for EPA use is to improve patient safety by aligning performance and expectations and to improve student assessment. Several studies report on the use of EPAs to evaluate different curriculum models or identify curriculum gaps representing potential application in education research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Entrustable professional activities in entry‐level health professional education: A scoping review

Bramley

McKenna

2021

Medical Education

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“…18,19 However, multiple studies in health professions education have adopted a modi ed Delphi technique wherein the rst round already starts with closedended questions that are carefully selected by the convener through literature reviews and expert consultation. [20][21][22] As the methodology is exible, a modi ed Delphi study can still collect input through open-ended questions, by asking participants if they have any additions to the list prepared by the convener. 14,23 In a Delphi study, quantitative data is collected by means of directed questions, in the form of Likert-type questions, through which participants indicate how strongly they agree or disagree with each statement on the list in the survey of each round.…”

Section: Establishing Consensus Using the Delphi Methodsmentioning

confidence: 99%

Determining electrocardiography training priorities for medical students using a modified Delphi method

Viljoen

Millar

Manning

et al. 2020

Preprint

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BackgroundAlthough electrocardiography is considered a core learning outcome for medical students, there is currently little curricular guidance for undergraduate ECG training. Owing to the absence of expert consensus on undergraduate ECG teaching, curricular content is subject to individual opinion. The aim of this modified Delphi study was to establish expert consensus amongst content and context experts on an ECG curriculum for medical students.MethodsThe Delphi technique, an established method of obtaining consensus, was used to develop an undergraduate ECG curriculum. Specialists involved in ECG teaching were invited to complete three rounds of online surveys. An undergraduate ECG curriculum was formulated from the topics of ECG instruction for which consensus (i.e. ≥75% agreement) was achieved. ResultsThe panellists (n=131) had a wide range of expertise (42.8% Internal Medicine, 22.9% Cardiology, 16% Family Medicine, 13.7% Emergency Medicine and 4.6% Health Professions Education). Topics that reached consensus to be included in the undergraduate ECG curriculum were classified under technical aspects of performing ECGs, basic ECG analysis, recognition of the normal ECG and abnormal rhythms and waveforms and using electrocardiography as part of a clinical diagnosis. This study emphasises that ECG teaching should be framed within the clinical context. Course conveners should not overload students with complex and voluminous content, but rather focus on commonly encountered and life-threatening conditions, where accurate diagnosis impacts on patient outcome. A list of 23 “must know” ECG diagnoses is therefore proposed.ConclusionA multidisciplinary expert panel reached consensus on the ECG training priorities for medical students.

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“…Participants' responses are then summarised and used to create closed-ended questions (to collect quantitative data) for the subsequent rounds [18,19]. However, multiple studies in health professions education have adopted a modified Delphi technique wherein the first round already starts with closed-ended questions that are carefully selected by the convener through literature reviews and expert consultation [20][21][22]. As the methodology is flexible, a modified Delphi study can still collect input through open-ended questions, by asking participants if they have any additions to the list prepared by the convener [14,23].…”

Section: Establishing Consensus Using the Delphi Methodsmentioning

confidence: 99%

Determining electrocardiography training priorities for medical students using a modified Delphi method

et al. 2020

View full text Add to dashboard Cite

Background Although electrocardiography is considered a core learning outcome for medical students, there is currently little curricular guidance for undergraduate ECG training. Owing to the absence of expert consensus on undergraduate ECG teaching, curricular content is subject to individual opinion. The aim of this modified Delphi study was to establish expert consensus amongst content and context experts on an ECG curriculum for medical students. Methods The Delphi technique, an established method of obtaining consensus, was used to develop an undergraduate ECG curriculum. Specialists involved in ECG teaching were invited to complete three rounds of online surveys. An undergraduate ECG curriculum was formulated from the topics of ECG instruction for which consensus (i.e. ≥75% agreement) was achieved. Results The panellists (n = 131) had a wide range of expertise (42.8% Internal Medicine, 22.9% Cardiology, 16% Family Medicine, 13.7% Emergency Medicine and 4.6% Health Professions Education). Topics that reached consensus to be included in the undergraduate ECG curriculum were classified under technical aspects of performing ECGs, basic ECG analysis, recognition of the normal ECG and abnormal rhythms and waveforms and using electrocardiography as part of a clinical diagnosis. This study emphasises that ECG teaching should be framed within the clinical context. Course conveners should not overload students with complex and voluminous content, but rather focus on commonly encountered and life-threatening conditions, where accurate diagnosis impacts on patient outcome. A list of 23 “must know” ECG diagnoses is therefore proposed. Conclusion A multidisciplinary expert panel reached consensus on the ECG training priorities for medical students.

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Using language of entrustable professional activities to define learning objectives of radiology clerkship: A modified Delphi study

Cited by 13 publications

References 33 publications

Entrustable professional activities in entry‐level health professional education: A scoping review

Entrustable professional activities in entry‐level health professional education: A scoping review

Determining electrocardiography training priorities for medical students using a modified Delphi method

Determining electrocardiography training priorities for medical students using a modified Delphi method

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