McEllistrem Brian, Hennus Marije P, Fawns Tim, Hanley Karena
Irish College of General Practitioners, 4/5 Lincoln Place, Dublin, Ireland.
Division of Pediatrics, University Medical Center Utrecht, Utrecht, the Netherlands.
Educ Prim Care. 2023 Mar;34(2):91-99. doi: 10.1080/14739879.2023.2191340. Epub 2023 Mar 24.
The Irish General Practitioner Training (GP) Programme is currently moving to Competency-Based Medical Education (CBME), facilitated by Programmatic Assessment (PA) and Entrustable Professional Activities (EPAs). These new assessment and feedback mechanisms may provide a rich and much sought-after dataset. However, given the possible number of feedback and assessment events, and the variety of modalities used, aggregating and interpreting these can be costly and difficult. Dashboard implementations (DI) have been purposed as a solution to bridge the gap between the large datasets and the training community at all levels.
To explore the Irish GP training community's perceptions on how an EPAs DI could facilitate the delivery of GP training in Ireland.
A qualitative approach was taken, using a focus group representative of different groups in the training community. Concurrently, an EPAs DI was developed. Focus group transcripts were analysed in an iterative fashion using Template Analysis to generate themes and subthemes.
Numerous advantages were seen in relation to the implementation of an EPAs DI around entrustment decisions, constructive alignment and summative decision-making. These advantages, however, need to be tempered with the realisation that the EPAs DI is not and should not be misinterpreted as being the learning analytic panacea for GP training.
This paper outlines the perceptions from a postgraduate medical education training community on an EPAs DI, which would be applicable to other training communities considering introducing similar mechanisms.
爱尔兰全科医生培训计划目前正转向基于能力的医学教育（CBME），由程序化评估（PA）和可托付专业活动（EPA）推动。这些新的评估和反馈机制可能会提供丰富且备受追捧的数据集。然而，考虑到可能的反馈和评估事件数量以及所使用的多种方式，汇总和解读这些数据可能既昂贵又困难。仪表盘实施（DI）旨在作为一种解决方案，弥合大型数据集与各级培训社区之间的差距。
探讨爱尔兰全科医生培训社区对EPA仪表盘实施（DI）如何促进爱尔兰全科医生培训交付的看法。
采用定性方法，使用培训社区中不同群体的代表组成焦点小组。同时，开发了一个EPA仪表盘实施（DI）。使用模板分析以迭代方式分析焦点小组记录，以生成主题和子主题。
在围绕托付决策、建设性一致性和总结性决策实施EPA仪表盘实施（DI）方面发现了许多优势。然而，需要认识到EPA仪表盘实施（DI）并非也不应被误解为全科医生培训的学习分析万灵药，以此来缓和这些优势。
本文概述了研究生医学教育培训社区对EPA仪表盘实施（DI）的看法，这将适用于考虑引入类似机制的其他培训社区。
