A survey on the demand for entrustable professional activities (EPAs) in the standardized training of general practitioners in the context of medical and educational collaboration_Chinese Journal of Evidence-Based Medicine

Authors：

SHU Mingrong ¹ , WANG Hongjian ² ,  WANG Xingyue ^3,4 , WEI Xing ⁵ , BAO Ji ³ , CHEN Shuling ⁶

1. Department of Infection Management, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
2. West China School of Public Health, Sichuan University/West China Fourth Hospital, Sichuan University, Chengdu 610041, P. R. China;
3. Department of Post Graduate Students, West China School of Medicine, Sichuan University/West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
4. Public Health Comprehensive Clinical Center of Sichuan Province, Chengdu 610000, P. R. China;
5. Molecular and Translational Medicine Laboratory, West China Institutes for Women and Children’s Health, West China Second Hospital, Sichuan University, Chengdu 610041, P. R. China;
6. Chinese Medical Doctor Association, Beijing 10071, P. R. China;

Corresponding author：

WANG Xingyue, Email: wangxingyue@wchscu.cn

Keywords：

General practitioner resident; Professional master's degree student; Clinical preceptor; Mentor; Entrustable professional activities (EPAs); Teaching evaluation

DOI：

10.7507/1672-2531.202311177

Video：

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Objective Under the background of standardized training for general practitioners (including professional master’s degree in general practice), this study aimed to explore a feasible scheme for establishing an evaluation and assessment system for entrustable professional activities (EPAs) for general residency training based on the current application status and objective demands of EPAs by clinical teaching physicians. Methods A questionnaire survey was conducted among 158 clinical teaching physicians to analyze the current evaluation system for standardized training of general practitioners, as well as their understanding and suggestions on EPAs. Results Compared with the emphasis on medical knowledge and skills, the humanistic care, represented by medical ethics education, is found to be insufficient in the standardized training of general practitioners. Regarding actual demands, the order of importance of EPAs by teaching physicians is as follows: standardization (93.04%), objectification (93.04%), multidimensionality (92.41%), lightness (90.51%), and diversity (86.04%). Conclusion It is suggested that an EPA system for professional confidence based on the actual demands of standardized training for general practitioners in China should be designed to address the shortcomings in humanistic education. This system will improve the teaching competence of faculty and guarantee the output of general medical education.

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1. Moore J, Hawkins-Walsh E. Evaluating nurse practitioner student competencies: application of entrustable professional activities. J Nurs Educ, 2020, 59(12): 714-720.
2. Guerrero APS, Beresin EV, Balon R, et al. The competency movement in psychiatric education. Acad Psychiatry, 2017, 41(3): 312-314.
3. 齐心. 置信职业行为与住院医师胜任力关系探讨. 中华医学教育杂志, 2020, 40(4): 306-310.
4. Ten Cate O. Entrustability of professional activities and competency-based training. Med Educ, 2005, 39(12): 1176-1177.
5. 李丽丽, 谢娜, 邓建中. 可信赖式专业活动在神经内科住院医师规范化培训的应用. 中国现代医生, 2021, 59(21): 158-161.
6. Shaughnessy AF, Sparks J, Cohen-Osher M, et al. Entrustable professional activities in family medicine. J Grad Med Educ, 2013, 5(1): 112-118.
7. Schultz K, Griffiths J, Lacasse M. The application of entrustable professional activities to inform competency decisions in a family medicine residency program. Acad Med, 2015, 90(7): 888-897.
8. Ingham G, Plastow K, Kippen R, et al. A 'call for help' list for Australian general practice registrars. Aust J Gen Pract, 2020, 49(5): 280-287.
9. 杜妍蓉, 陈彦桦, 王培成, 等. 置信职业行为在全科医学领域的应用现状与展望. 中国全科医学, 2022, 25(19): 2307-2314.
10. 魏星, 王洪键, 王星月, 等. 医教协同背景下全科住院医师规范化培训带教师资对置信职业行为的知信行调查. 中国循证医学杂志, 2023, 23(10): 1212-1217.
11. 陈蕊, 刘碧波, 吴戈, 等. 我国全科医学教育现状与发展对策探索. 医学教育研究与实践, 2018, 26(1): 2831-2849.
12. 齐殿君. 中国全科医学住院医师置信职业行为评价框架的构建与初步应用. 沈阳: 中国医科大学, 2022.
13. 雍颹, 潘洁, 刘宏伟, 等. 置信职业行为与口腔全科住院医师的培养. 2022年中华口腔医学会口腔医学教育专业委员会第十七次学术年会论文集, 2022.
14. 李珊, 齐建光, 齐心, 等. 基于置信职业行为的儿科住院医师形成性评价体系的构建探索. 中国毕业后医学教育, 2021, 5(3): 193-196, 201.
15. Giddens JF, Lauzon-Clabo L, Morton PG, et al. Re-envisioning clinical education for nurse practitioner programs: themes from a national leaders' dialogue. J Prof Nurs, 2014, 30(3): 273-278.
16. Broussenko M, Burns S, Leung FH, et al. Can teachers distinguish competencies from entrustable professional activities. PRiMER, 2019, 3: 19.
17. El-Haddad C, Damodaran A, McNeil HP, et al. The ABCs of entrustable professional activities: an overview of 'entrustable professional activities' in medical education. Intern Med J, 2016, 46(9): 1006-1010.
18. Ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ, 2013, 5(1): 157-158.

Chinese Journal of Evidence-Based Medicine

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