Medical Education Department, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.
School of Health Professions Education, Maastricht University, Maastricht, The Netherlands.
Teach Learn Med. 2021 Oct-Dec;33(5):536-545. doi: 10.1080/10401334.2021.1877714. Epub 2021 Feb 15.
:: Entrustable professional activities (EPAs) provide a novel approach to support teachers' structured professionalization and to assess improvement in teaching competence thereafter. Despite their novelty, it is important to assess EPAs as a construct to ensure that they accurately reflect the work of the targeted profession.
: The co-creation of an EPA framework for training and entrustment of small-group facilitators has been discussed in the literature. Although a rigorous design process was used to develop the framework, its content validity has not been established yet.: A modified Delphi technique was used. Three survey rounds were conducted from December 2019 to April 2020. Expert health professions educationalists were recruited using purposive sampling and snowball techniques. In Round 1, a rubric consisting of seven items was used to assess the quality of nine pre-designed EPAs. In Round 2, competencies required to perform the agreed-upon EPAs were selected from 12 competencies provided. In Round 3, consensus was sought on sub-activities recommended for agreed-upon EPAs. Quantitative data were analyzed using multiple statistical analyses, including item-wise and rubric-wise content validity indices, asymmetric confidence interval, mean, standard deviation, and response frequencies. Qualitative data were thematically analyzed using content analysis.
: Three of the nine proposed EPAs achieved statistical consensus for retention. These EPAs were: (1) preparing an activity, (2) facilitating a small-group session, and (3) reflecting upon self and the session. Nine of the 12 pre-determined competencies achieved consensus and were then mapped against each agreed-upon EPA based on their relevance. Finally, results indicated consensus on five, six, and four sub-activities for EPA 1, EPA 2, and EPA 3, respectively.
: The final framework delineates three EPAs for small-group facilitation and their associated sub-activities. The full description of each EPA provided in this article includes the title, context, task specification, required competencies, and entrustment resources. Program developers, administrative bodies, and teaching staff may find this EPA framework useful to structure faculty development, to entrust teachers, and to support personal development.
:: 可信赖专业活动 (EPAs) 为支持教师的结构化专业化提供了一种新颖的方法，并在此后评估教学能力的提高。尽管它们是新颖的，但评估 EPAs 作为一种结构非常重要，以确保它们准确反映目标职业的工作。
文献中讨论了为培训和委托小组促进者制定 EPA 框架的共同创建。尽管使用了严格的设计过程来开发该框架，但尚未确定其内容效度：使用了修改后的 Delphi 技术。从 2019 年 12 月到 2020 年 4 月进行了三轮调查。通过目的性抽样和滚雪球技术招募了专业的卫生保健教育专家。在第 1 轮中，使用了一个包含七个项目的评分标准来评估九个预先设计的 EPA 的质量。在第 2 轮中，从提供的 12 项能力中选择了执行商定的 EPA 所需的能力。在第 3 轮中，就商定的 EPA 推荐的子活动征求了共识。使用多项统计分析，包括项目和评分标准的内容有效性指数、不对称置信区间、平均值、标准差和响应频率，对定量数据进行了分析。使用内容分析对定性数据进行了主题分析。
九个提议的 EPA 中有三个在保留方面达到了统计学共识。这些 EPA 是：(1) 准备活动，(2) 促进小组会议，以及 (3) 自我反思和会议反思。12 项预定能力中有 9 项达成共识，然后根据相关性映射到每个商定的 EPA。最后，结果表明，EPA1、EPA2 和 EPA3 的子活动分别达成了五项、六项和四项共识。
最终框架划定了三个小组促进的 EPA 及其相关的子活动。本文对每个 EPA 的完整描述包括标题、背景、任务说明、所需能力和委托资源。课程开发人员、行政机构和教学人员可能会发现这个 EPA 框架有助于构建教师发展、委托教师并支持个人发展。
