Bryant Bronwyn H, Anderson Scott R, Brissette Mark, Childs John M, Gratzinger Dita, Johnson Kristen, Powell Deborah E, Zein-Eldin Powell Suzanne, Timmons Charles F, McCloskey Cindy B
University of Vermont Medical Center, Department of Pathology and Laboratory Medicine, Burlington, VT, USA.
University of Colorado Anschutz Medical Campus, Department of Pathology, Aurora, CO, USA.
Acad Pathol. 2024 Mar 21;11(2):100111. doi: 10.1016/j.acpath.2024.100111. eCollection 2024 Apr-Jun.
Entrustable professional activities (EPAs) are observable activities that define the practice of medicine and provide a framework of evaluation that has been incorporated into US medical school curricula in both undergraduate and graduate medical education. This manuscript describes the development of an entrustment scale and formative and summative evaluations for pathology EPAs, outlines a process for faculty development that was employed in a pilot study implementing two Anatomic Pathology and two Clinical Pathology EPAs in volunteer pathology residency programs, and provides initial validation data for the proposed pathology entrustment scales. Prior to implementation, faculty development was necessary to train faculty on the entrustment scale for each given activity. A "train the trainer" model used performance dimension training and frame of reference training to train key faculty at each institution. The session utilized vignettes to practice determination of entrustment ratings and development of feedback for trainees as to strengths and weaknesses in the performance of these activities. Validity of the entrustment scale is discussed using the Messick framework, based on concepts of content, response process, and internal structure. This model of entrustment scales, formative and summative assessments, and faculty development can be utilized for any pathology EPA and provides a roadmap for programs to design and implement EPA assessments into pathology residency training.
可托付专业活动（EPAs）是可观察到的活动，其界定了医学实践，并提供了一个评估框架，该框架已被纳入美国医学院本科和研究生医学教育的课程中。本文描述了病理学EPAs托付量表以及形成性和总结性评估的制定过程，概述了在一项试点研究中采用的教师发展流程，该试点研究在志愿者病理学住院医师培训项目中实施了两项解剖病理学和两项临床病理学EPAs，并提供了所提议的病理学托付量表的初步验证数据。在实施之前，有必要进行教师发展培训，让教师了解每项特定活动的托付量表。一种“培训培训师”模式采用绩效维度培训和参照框架培训来培训各机构的关键教师。该课程利用案例 vignettes 来练习确定托付评级，并为学员提供关于这些活动表现优缺点的反馈。基于内容、反应过程和内部结构的概念，使用梅西克框架来讨论托付量表的有效性。这种托付量表、形成性和总结性评估以及教师发展的模式可用于任何病理学EPA，并为各项目在病理学住院医师培训中设计和实施EPA评估提供了路线图。
