scholarly journals Assessment of Entrustable Professional Activities Using an Online Simulation Platform During Transition to Emergency Medicine Residency: A Mixed Methods Pilot Study (Preprint)

10.2196/32356 ◽  
2021 ◽  
Author(s):  
Cynthia R Peng ◽  
Kimberly A Schertzer ◽  
Holly A Caretta-Weyer ◽  
Stefanie S Sebok-Syer ◽  
William Lu ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Mixed Methods ◽  
Pilot Study ◽  
Entrustable Professional Activities ◽  
Simulation Platform ◽  
Professional Activities ◽  
Online Simulation

Assessment of Entrustable Professional Activities Using an Online Simulation Platform During Transition to Emergency Medicine Residency: A Mixed Methods Pilot Study (Preprint)

2021 ◽  
Author(s):  
Cynthia R Peng ◽  
Kimberly A Schertzer ◽  
Holly A Caretta-Weyer ◽  
Stefanie S Sebok-Syer ◽  
William Lu ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Pilot Study ◽  
Final Diagnosis ◽  
Diagnostic Assessment ◽  
Entrustable Professional Activities ◽  
Simulation Platform ◽  
Professional Activities ◽  
Clinical Encounters ◽  
Critical Action ◽  
Competency Based

BACKGROUND The 13 Core Entrustable Professional Activities (EPAs) are key competency-based learning outcomes in the transition from undergraduate to graduate medical education. Five of these EPAs (EPA2: prioritizing differential, EPA3: recommending and interpreting tests, EPA4: entering orders and prescriptions, EPA5: documenting clinical encounters, and EPA10: recognizing urgent and emergent conditions) are uniquely suited for online assessment. OBJECTIVE For this pilot study, we created a web-based simulation platform for diagnostic assessment of these EPAs and examined its feasibility and acceptability. METHODS Four simulation cases underwent three rounds of consensus panels and pilot testing. Incoming emergency medicine interns (n=15) completed all cases, and up to 4 “look for” statements, which encompassed specific EPAs, were generated for each participant: 1) performing harmful or missing actions, 2) narrow differential or wrong final diagnosis, 3) having errors in documentation, and 4) lack of recognition and stabilization of urgent diagnoses. Finally, we interviewed a sample of interns (n=5) and residency leadership (n=5) and analyzed the responses using thematic analysis. RESULTS All participants had at least 1 missing critical action and 40% participants performed at least one harmful action across all 4 cases. The final diagnosis was not included in the differential diagnosis in more than half of assessments (53%). Other errors included choosing the incorrect documentation (40%) and indiscriminately applying oxygen (60%). The themes to the interviews included: psychological safety of the interface, ability to assess learning, and fidelity of cases. The most valuable feature cited was the ability to place orders in a realistic electronic medical record interface. CONCLUSIONS This study demonstrates the feasibility and acceptability of this platform for diagnostic assessment of specific EPAs. This approach rapidly identifies potential areas of concern for incoming interns using an asynchronous format, provides this feedback in a manner appreciated by residency leadership, and informs individualized learning plans.

Entrustable Professional Activities: Making Sense of the Emergency Medicine Milestones

2014 ◽  
Vol 47 (4) ◽  
pp. 441-452 ◽  
Author(s):  
Michael S. Beeson ◽  
Steven Warrington ◽  
Amber Bradford-Saffles ◽  
Danielle Hart
Keyword(s):  
Emergency Medicine ◽  
Entrustable Professional Activities ◽  
Professional Activities ◽  
Making Sense

The development of entrustable professional activities reference cards to support the implementation of Competence by Design in emergency medicine

CJEM ◽  
2019 ◽  
Vol 21 (6) ◽  
pp. 803-806
Author(s):  
Emily J. Stoneham ◽  
Lara Witt ◽  
Quinten S. Paterson ◽  
Lynsey J. Martin ◽  
Brent Thoma
Keyword(s):  
Emergency Medicine ◽  
Positive Impact ◽  
Low Cost ◽  
Assessment System ◽  
Entrustable Professional Activities ◽  
Design Assessment ◽  
Residency Programs ◽  
Professional Activities ◽  
Curriculum Map ◽  
User Friendly

ABSTRACTWe designed two practical, user-friendly, low-cost, aesthetically pleasing resources, with the goal of introducing residents and observers to a new Competence by Design assessment system based on entrustable professional activities. They included a set of rotation- and stage-specific entrustable professional activities reference cards for bedside use by residents and observers and a curriculum board to organize the entrustable professional activities reference cards by stages of training based on our program's curriculum map. A survey of 14 emergency medicine residents evaluated the utilization and helpfulness of these resources. They had a positive impact on our program's transition to Competence by Design and could be successfully incorporated into other residency programs to support the introduction of entrustable professional activities-based Competence by Design assessment systems.

scholarly journals Integration of Entrustable Professional Activities with the Milestones for Emergency Medicine Residents

2018 ◽  
Vol 20 (1) ◽  
pp. 35-42 ◽  
Author(s):  
Danielle Hart ◽  
Douglas Franzen ◽  
Michael Beeson ◽  
Rahul Bhat ◽  
Miriam Kulkarni ◽  
...  
Keyword(s):  
Emergency Medicine ◽  
Entrustable Professional Activities ◽  
Professional Activities
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