评估牙科研究生培训中教师和学员对可托付专业活动的看法：一项横断面调查。

Evaluating faculty and trainee perceptions on entrustable professional activities in dental postgraduate training: a cross-sectional survey.

作者信息

Yousuf Asma Muhammad, Barakaat Afeefa Abul, Tahir Kanza, Sukhia Rashna Hoshang, Fida Mubassar

机构信息

The Aga Khan University Hospital, Stadium Road, P.O Box 3500, Karachi, 74800, Pakistan.

出版信息

BMC Med Educ. 2025 Aug 18;25(1):1172. doi: 10.1186/s12909-025-07366-6.

DOI:10.1186/s12909-025-07366-6

PMID:40826065

原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC12359994/

Abstract

BACKGROUND

Entrustable Professional Activities are essential, observable tasks that postgraduate trainees can perform independently upon demonstrating competence. EPAs provide a structured framework for competency-based education, bridging theoretical knowledge and practical application. This study aimed to evaluate the perceptions, awareness, and challenges of EPA implementation among faculty and trainees in postgraduate dental programs.

METHODS

A cross-sectional survey was conducted among 100 faculty members and 300 trainees from various dental institutions. Structured questionnaires assessed demographic data, awareness, usage, and satisfaction with EPAs. Data were analyzed using SPSS version 26, employing Chi-square test to evaluate relationships, with a significant threshold of p < 0.05.

RESULTS

A majority of faculty (63%) emphasized the necessity of prior training for effective EPA implementation, while 39% reported logistical challenges. Only 28% strongly agreed that sufficient institutional support was available. Among trainees, 34% strongly agreed on the importance of EPAs for competency development, and 50.7% expressed satisfaction with their integration. However, 35% reported performance anxiety under observation. Thematic analysis revealed variability in feedback adequacy and stress associated with direct supervision.

CONCLUSIONS

EPAs hold significant potential for improving CBE in postgraduate dental education. Effective implementation requires addressing resource constraints, enhancing faculty training, and fostering supportive environments for trainees. Institutional alignment with curricular goals and systematic feedback mechanisms are critical for success. Integrating EPAs into postgraduate dental curricula can enhance training outcomes by providing a structured approach to competency assessment. Addressing implementation barriers will ensure post-graduates are prepared for independent clinical practice.

摘要

背景

可托付专业活动是研究生学员在证明具备能力后能够独立执行的重要且可观察的任务。可托付专业活动为基于能力的教育提供了一个结构化框架，弥合了理论知识与实际应用之间的差距。本研究旨在评估牙科研究生项目中教师和学员对可托付专业活动实施的看法、认识及挑战。

方法

对来自不同牙科机构的100名教师和300名学员进行了横断面调查。结构化问卷评估了人口统计学数据、对可托付专业活动的认识、使用情况及满意度。使用SPSS 26版软件对数据进行分析，采用卡方检验评估关系，显著性阈值为p < 0.05。

结果

大多数教师（63%）强调有效实施可托付专业活动需要事先培训，而39%报告存在后勤方面的挑战。只有28%的人强烈同意有足够的机构支持。在学员中，34%的人强烈认同可托付专业活动对能力发展的重要性，50.7%的人对其整合表示满意。然而，35%的人报告在观察下存在表现焦虑。主题分析揭示了反馈充分性和与直接监督相关的压力方面的差异。

结论

可托付专业活动在改善牙科研究生教育中的基于能力的教育方面具有巨大潜力。有效实施需要解决资源限制、加强教师培训并为学员营造支持性环境。机构与课程目标的一致性以及系统的反馈机制对成功至关重要。将可托付专业活动纳入牙科研究生课程可以通过提供结构化的能力评估方法来提高培训效果。解决实施障碍将确保研究生为独立临床实践做好准备。