Buyck Michael, Desaulniers Pierre, Chénier Christophe, Moussa Ahmed
Faculty of Medicine, University of Geneva, Geneva, Switzerland.
Pediatric Emergency Department, Geneva University Hospitals, Geneva, Switzerland.
Clin Teach. 2025 Feb;22(1):e70006. doi: 10.1111/tct.70006.
Emergency medicine (EM) residents must complete both adult and paediatric entrustable professional activities (EPAs). During their paediatric emergency medicine rotation at a university paediatric hospital, EM residents struggled to receive EPA assessments because preceptors had not yet been trained due to the stepwise implementation of EPAs. This study aimed to evaluate the impact of a workshop on behaviour change by measuring the number of EPA assessments.
A comparative pretraining and posttraining study involving 27 invited faculty members was conducted to assess the impact of a faculty development programme. The training was delivered via videoconference with experiential learning techniques to practise every aspect of the supervision of an EPA, including selecting the appropriate EPA according to mirroring real-world situations, giving feedback, evaluating autonomy and recording the EPA in the resident's logbook.
RESULTS/FINDINGS: In total, 20 out of 27 eligible faculty members (74%) agreed to participate in the study. Their main challenges reported were a lack of trainee initiative, preceptor training and competence in supervising EPAs. Over the 12-month analysis period, the enrolled faculty assessed 125 EPAs for 38 EM residents, including 52 pre-intervention EPAs and 73 post-intervention EPAs. Calculation of data points above the median showed a 1-point difference in the EPAs assessments to resident ratio between the pre- and post-intervention periods (3/7 vs. 4/7).
Our findings suggest that faculty training using multiple educational strategies may enable EM residents to receive more EPA assessments during their paediatric emergency medicine rotation.
急诊医学（EM）住院医师必须完成成人和儿科的可托付专业活动（EPA）。在大学儿科医院进行儿科急诊医学轮转期间，由于EPA的逐步实施，带教教师尚未接受培训，EM住院医师难以接受EPA评估。本研究旨在通过测量EPA评估的数量来评估一个工作坊对行为改变的影响。
进行了一项涉及27名受邀教员的培训前和培训后对比研究，以评估教员发展计划的影响。培训通过视频会议进行，并采用体验式学习技术，以实践EPA监督的各个方面，包括根据真实场景选择合适的EPA、提供反馈、评估自主性以及在住院医师日志中记录EPA。
结果/发现：在27名符合条件的教员中，共有20名（74%）同意参与研究。他们报告的主要挑战是学员缺乏主动性、带教教师培训以及EPA监督能力。在12个月的分析期内，参与研究的教员为38名EM住院医师评估了125项EPA，包括52项干预前的EPA和73项干预后的EPA。对高于中位数的数据点进行计算显示，干预前和干预后时期EPA评估与住院医师的比例存在1分的差异（3/7对4/7）。
我们的研究结果表明，采用多种教育策略进行教员培训可能使EM住院医师在儿科急诊医学轮转期间获得更多的EPA评估。
