Bramley Andrea, Forsyth Adrienne, McKenna Lisa
School of Allied Health, Human Services, and Sport, La Trobe University, Bundoora, Victoria, Australia; Monash Health, Clayton, Victoria, Australia.
School of Allied Health, Human Services, and Sport, La Trobe University, Bundoora, Victoria, Australia; Australian Catholic University, Melbourne, Victoria, Australia.
J Acad Nutr Diet. 2023 Apr;123(4):614-625.e7. doi: 10.1016/j.jand.2022.09.009. Epub 2022 Sep 8.
Entrustable professional activities (EPAs) describe key workplace activities and are increasingly being used for student work-based assessment. An EPA-based work-based assessment tool offers potential to increase understanding of dietetics student skill development and opportunity for standardised work-based student assessment.
To determine construct validity and educational impact of an EPA work-based assessment tool for dietetics placement students in clinical settings.
Using a time series design, supervisor and student self-assessment data collected from an EPA-based assessment tool from three cohorts of dietetics students and supervisors from 2017-2019 was analyzed.
Dietetics students (n = 145) from an accredited dietetic training program in Australia and affiliated metropolitan and rural hospitals.
Construct validity was determined through analysis of supervisor evaluation of student performance against EPAs over time. Educational impact was determined through comparing student performance across EPAs to predicted milestones to identify areas of least entrustment.
Student performance over time and differences between student self-assessment and supervisor assessment for each EPA were investigated using Wilcoxon signed-rank tests and linear mixed-model analysis. Descriptive statistics summarised student performance against each EPA.
Performance significantly increased over time in 35 out of 37 EPAs. Significant differences between supervisor and student self-assessment were evident in 9 out of 37 EPAs. Dietetics student performance varied across EPAs with 88.2% of students achieving entrustment for nutrition management EPAs compared with 100% for professionalism EPAs.
The tool's construct validity was established. EPAs identified areas of Nutrition Care Process skills development requiring additional support. Data collected by the tool can inform teaching.
可托付专业活动（EPA）描述了关键的工作场所活动，并且越来越多地用于基于工作的学生评估。基于EPA的工作评估工具为增进对营养学专业学生技能发展的理解以及为标准化的基于工作的学生评估提供了机会。
确定针对临床环境中营养学实习学生的基于EPA的工作评估工具的结构效度和教育影响。
采用时间序列设计，分析了从2017年至2019年三个营养学学生和督导员队列的基于EPA的评估工具中收集的督导员和学生自我评估数据。
来自澳大利亚认可的营养学培训项目以及附属的都市和农村医院的营养学学生（n = 145）。
通过分析督导员对学生随时间推移在EPA方面表现的评估来确定结构效度。通过比较学生在各个EPA上的表现与预测的里程碑来确定教育影响，以识别最不可托付的领域。
使用Wilcoxon符号秩检验和线性混合模型分析研究学生随时间的表现以及每个EPA的学生自我评估与督导员评估之间的差异。描述性统计总结了学生在每个EPA上的表现。
37个EPA中有35个随着时间推移表现显著提高。37个EPA中有9个督导员和学生自我评估之间存在显著差异。营养学学生在不同EPA上的表现各不相同，88.2%的学生在营养管理EPA方面获得托付，而专业素养EPA方面为100%。
该工具的结构效度得以确立。EPA识别出了需要额外支持的营养护理过程技能发展领域。该工具收集的数据可为教学提供参考。
