Associate Director for Curriculum & Program Evaluation, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA.
Associate Dean CBCE, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA.
J Dent Educ. 2021 Aug;85(8):1349-1361. doi: 10.1002/jdd.12620. Epub 2021 Apr 19.
PURPOSE/OBJECTIVES: The purpose of this study was to define and develop a set of Entrustable Professional Activities (EPAs) for dental education using a modified Delphi consensus approach. EPAs define the core tasks that a graduating dentist needs to perform independently in practice. The EPA framework facilitates assessment of competencies as they manifest in the tasks and independence needed to be ready for practice.
Feedback was obtained from participants about a list of EPAs, with modifications made after each of the 3 rounds, using a modified Delphi approach. Phase 1 included attendees at the ADEA Fall 2017 meeting (n = 35) who participated in an EPA workshop primarily composed of academic deans. The Phase 2 "reactor panel" consisted of 10 dental schools' academic deans and other individuals with expertise and interest in dental curriculum and assessment (n = 31). Phase 3 participants were attendees at the ADEA CCI 2019 meeting (n = 91) who also participated in a 2-day EPA workshop.
In phase 1, overall ratings for acceptability of the EPAs were satisfactory. In phase 2, the next iteration of EPAs was judged as satisfactory for inclusion in curriculum, match well with clinical practice and clarity. In phase 3, the EPAs were judged as satisfactory for being an "entrustable, essential, and important task of the profession." Qualitative feedback suggested wording, measurability, and specific focus of EPA statements is important.
A preliminary set of EPAs was designed for predoctoral dental education through a systematic, careful consensus building approach involving a diverse set of participants.
目的/目标：本研究旨在使用改良 Delphi 共识方法定义和开发一套牙科教育的可委托专业活动 (EPA)。EPA 定义了毕业牙医在实践中需要独立执行的核心任务。EPA 框架促进了对能力的评估，因为它们表现在任务中，以及为实践做好准备所需的独立性。
使用改良 Delphi 方法，在每 3 轮后对 EPA 列表从参与者那里获得反馈，并进行修改。第 1 阶段包括参加 2017 年秋季 ADEA 会议的人员（n=35），他们主要由学术院长组成的 EPA 研讨会参与其中。第 2 阶段的“反应堆小组”由 10 所牙科学校的学术院长和其他对牙科课程和评估有专业知识和兴趣的人组成（n=31）。第 3 阶段的参与者是参加 2019 年 ADEA CCI 会议的人员（n=91），他们还参加了为期两天的 EPA 研讨会。
在第 1 阶段，对 EPA 可接受性的总体评价是令人满意的。在第 2 阶段，下一轮 EPA 被认为可以满意地纳入课程，与临床实践和清晰度相匹配。在第 3 阶段，EPA 被认为是“可委托、必要和重要的专业任务”。定性反馈表明，EPA 陈述的措辞、可衡量性和具体重点很重要。
通过涉及多元化参与者的系统、仔细的共识建立方法，为牙科学前教育设计了一套初步的 EPA。
