Bremer Anne E, van de Pol Marjolein H J, Laan Roland F J M, Fluit Cornelia R M G
Radboud Institute for Health Sciences, Department of Radboudumc Health Academy, Radboud University Medical Center, Nijmegen, the Netherlands.
Department of Primary and Community Care, Radboud University Medical Center, Nijmegen, the Netherlands.
J Med Educ Curric Dev. 2023 Apr 24;10:23821205231164894. doi: 10.1177/23821205231164894. eCollection 2023 Jan-Dec.
The need to educate medical professionals in changing medical organizations has led to a revision of the Radboudumc's undergraduate medical curriculum. Entrustable professional activities (EPAs) were used as a learning tool to support participation and encourage feedback-seeking behavior, in order to offer students the best opportunities for growth. This paper describes the development of the Radboudumc's EPA-based Master's curriculum and how EPAs can facilitate continuity in learning in the clerkships. Four guiding principles were used to create a curriculum that offers possibilities for the students' development: (1) working with EPAs, (2) establishing entrustment, (3) providing continuity in learning, and (4) organizing smooth transitions. The new curriculum was designed with the implementation of EPAs and an e-portfolio, based on these 4 principles. The authors found that the revised curriculum corresponds to daily practice in clerkships. Students used their e-portfolios throughout all clerkships, which stimulates feedback-seeking behavior. Moreover, EPAs promote continuity in learning while rotating clerkships every 1 to 2 months. This might encourage curriculum developers to use EPAs when aiming for greater continuity in the development of students. Future research needs to focus on the effect of EPAs on transitions across clerkships in order to further improve the undergraduate medical curriculum.
在不断变化的医疗组织中对医学专业人员进行教育的需求，促使拉德堡德大学医学中心修订了其本科医学课程。可托付专业活动（EPA）被用作一种学习工具，以支持学生参与并鼓励他们寻求反馈的行为，从而为学生提供最佳的成长机会。本文描述了拉德堡德大学医学中心基于EPA的硕士课程的开发情况，以及EPA如何促进临床实习学习的连续性。四项指导原则被用于创建一门为学生发展提供可能性的课程：（1）运用EPA；（2）建立托付关系；（3）提供学习的连续性；（4）组织平稳过渡。基于这四项原则，新的课程通过实施EPA和电子档案袋进行设计。作者发现，修订后的课程与临床实习的日常实践相契合。学生在所有临床实习中都使用他们的电子档案袋，这激发了他们寻求反馈的行为。此外，在每1至2个月轮转一次临床实习时，EPA促进了学习的连续性。这可能会鼓励课程开发者在致力于学生发展的更大连续性时使用EPA。未来的研究需要关注EPA对临床实习过渡的影响，以便进一步完善本科医学课程。
