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, Chute Deborah, Cummings Thomas J, Furlong Mary A, Hébert Tiffany M, Reeves Hollie M, Rush Demaretta, Vitkovski Taisia, 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):100110. doi: 10.1016/j.acpath.2024.100110. eCollection 2024 Apr-Jun.
Entrustable professional activities (EPAs) are observable clinical skills and/or procedures that have been introduced into medical education at the student and resident levels in most specialties to determine readiness to advance into residency or independent practice, respectively. This publication describes the process and outcomes of a pilot study looking at the feasibility of using two anatomic pathology and two clinical pathology EPAs in pathology residency in 6 pathology residency programs that volunteered for the study. Faculty development on EPAs and their assessment was provided to pilot program faculty, and EPA assessment tools were developed and used by the pilot programs. Pre- and post-study surveys were given to participating residents, faculty, and program directors to gauge baseline practices and to gather feedback on the EPA implementation experience. Results demonstrated overall good feasibility in implementing EPAs. Faculty acceptance of EPAs varied and was less than that of program directors. Residents reported a significant increase in the frequency with which faculty provided formative assessments that included specific examples of performance and specific ways to improve, as well as increased frequency with which faculty provided summative assessments that included specific ways to improve. EPAs offered the most benefit in setting clear expectations for performance of each task, for providing more specific feedback to residents, and in increasing Program director's understanding of resident strengths abilities and weaknesses.
可托付专业活动（EPAs）是可观察到的临床技能和/或程序，在大多数专业的医学教育中，已分别引入到学生和住院医师阶段，以确定他们是否分别准备好进入住院医师培训或独立执业阶段。本出版物描述了一项试点研究的过程和结果，该研究探讨了在6个自愿参与研究的病理学住院医师培训项目中，使用两个解剖病理学和两个临床病理学可托付专业活动用于病理学住院医师培训的可行性。为试点项目的教员提供了关于可托付专业活动及其评估的师资培训，试点项目开发并使用了可托付专业活动评估工具。在研究前后，对参与的住院医师、教员和项目主任进行了调查，以衡量基线实践情况，并收集他们对可托付专业活动实施经验的反馈。结果表明，实施可托付专业活动总体上具有良好的可行性。教员对可托付专业活动的接受程度各不相同，且低于项目主任。住院医师报告称，教员提供包括具体表现示例和改进具体方法的形成性评估的频率显著增加，教员提供包括改进具体方法的总结性评估的频率也有所增加。可托付专业活动在明确每项任务的绩效期望、为住院医师提供更具体的反馈以及增强项目主任对住院医师优势、能力和弱点的了解方面提供了最大的益处。
