Vice-Principal Curriculum, Department of Community Medicine, Member of the Medical Education Unit and Institute Research Council, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth-Deemed to be University, Kancheepuram, Tamil Nadu, India.
Dean Medical Education and Professor, Department of Community Medicine, Believers Church Medical College and Hospital, Thiruvalla, Kerala, India.
Indian J Public Health. 2019 Oct-Dec;63(4):277-281. doi: 10.4103/ijph.IJPH_45_19.
Adoption of competence-based medical education (CBME) is the need of the hour.
The objective of the study is to develop and validate appropriate assessment tools for the community medicine entrustable professional activities (EPAs) and to assess the usefulness of the validated tools in the assessment of postgraduate (PG) students.
An interventional study for 14 months was done in the department of community medicine. After the sensitization of faculty members and PGs, three EPAs were selected through consensus between faculty members and appropriate assessment tools mini-clinical evaluation exercise (Mini-CEX), case-based discussion (CBD), and direct observation of procedural skills (DOPS). Rubrics of milestones were formulated for the selected tools, and the designed tools were validated. These three validated tools were used for the quarterly assessment.
The item-content validity index for all three assessment tools was one, while Scale Content Validity Index for Mini-CEX and CBD were 1, and for DOPS, it was 0.87. Three PG students were assessed using the validated tools thrice for the three selected EPAs. The PGs opined that assessment using rubrics made their task-specific, while faculties were quite satisfied with the assessment process as it removed subjectivity.
The developed and selected tools of EPAs were found to have a substantial level of both face validity and content validity. The tools were also found to useful for periodic assessment in workplace settings and acceptable to both PG students and internal/external faculty members.
采用基于能力的医学教育（CBME）是时代的需要。
本研究的目的是为社区医学可委托的专业活动（EPA）开发和验证适当的评估工具，并评估经过验证的工具在评估研究生（PG）学生中的有用性。
在社区医学系进行了为期 14 个月的干预研究。在教师和 PG 学生的敏感度提高之后，通过教师和适当的评估工具之间的共识选择了三个 EPA：迷你临床评估练习（Mini-CEX）、案例讨论（CBD）和直接观察程序技能（DOPS）。为选定的工具制定了里程碑的细则，并对设计的工具进行了验证。这三个经过验证的工具用于季度评估。
所有三种评估工具的项目内容有效性指数均为 1，而 Mini-CEX 和 CBD 的量表内容有效性指数为 1，DOPS 的量表内容有效性指数为 0.87。使用经过验证的工具对三个选定的 EPA 对三个 PG 学生进行了三次评估。PG 学生认为使用细则进行评估使他们的任务具体化，而教师对评估过程非常满意，因为它消除了主观性。
所开发和选择的 EPA 工具具有相当高的表面有效性和内容有效性。这些工具还被发现对于工作场所环境中的定期评估很有用，并且得到了 PG 学生和内部/外部教师的认可。
