Dataset Information

A Psychiatric-Specific Entrustable Professional Activity for the Evaluation of Prospective Psychiatric Residents: Towards a National Standard.

ABSTRACT:

Introduction

Entrustable professional activities (EPAs) were developed as a way to ensure adequate skills of the medical school graduate. While the 12 EPAs apply to all medical specialties, EPA 1, "Gather a history and perform a physical examination," applies most explicitly to psychiatry through the performance of a mental status exam. Although proficiency in performing a psychiatric interview and mental status exam evolves throughout a psychiatrist's professional life, basic proficiency is essential in order to function as a psychiatry intern. We developed a tool for assessing the mental status exams conducted by future psychiatry residents.

Methods

Our tool contains both a video of a psychiatrist interviewing a patient and a mental status exam rating sheet that can be used when students present a mental status exam orally or in writing. We incorporated feedback from psychiatry educators at an annual meeting of the Association for Medical Student Educators in Psychiatry, followed by the reiteration of the video and the rubric. Subsequently, the rubric was verified on the performance of a cohort of 13 third- and fourth-year medical students from three institutions.

Results

In their mental status exam presentations, students covered all the items measured by the rubric. There was a significant difference between the third- and fourth-year medical students in describing the cognitive exam.

Discussion

Overall, our tool offers an opportunity to standardize mental status presentations by senior medical students who wish to specialize in psychiatry.

SUBMITTER: Griffeth BT

PROVIDER: S-EPMC6338180 | biostudies-literature | 2017 May

REPOSITORIES: biostudies-literature

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Publications

A Psychiatric-Specific Entrustable Professional Activity for the Evaluation of Prospective Psychiatric Residents: Towards a National Standard.

Griffeth Benjamin T BT Brooks W Bogan WB Foster Adriana A

MedEdPORTAL : the journal of teaching and learning resources 20170523

<h4>Introduction</h4>Entrustable professional activities (EPAs) were developed as a way to ensure adequate skills of the medical school graduate. While the 12 EPAs apply to all medical specialties, EPA 1, "Gather a history and perform a physical examination," applies most explicitly to psychiatry through the performance of a mental status exam. Although proficiency in performing a psychiatric interview and mental status exam evolves throughout a psychiatrist's professional life, basic proficienc ...[more]

PMID: 30800786

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Project description:IntroductionMedical education is moving toward a competency-based framework with a focus on assessment using the Accreditation Council for Graduate Medical Education Milestones. Assessment of individual competencies through milestones can be challenging. While competencies describe characteristics of the person, the entrustable professional activities (EPAs) concept refers to work-related activities. EPAs would not replace the milestones but would be linked to them, integrating these frameworks. Many core specialties have already defined EPAs for resident trainees, but EPAs have not yet been created for emergency medicine (EM). This paper describes the development of milestone-linked EPAs for EM.MethodsTen EM educators from across North America formed a consensus working group to draft EM EPAs, using a modified Glaser state-of-the-art approach. A reactor panel with EPA experts from the United States, Canada and the Netherlands was created, and an iterative process with multiple revisions was performed based on reactor panel input. Following this, the EPAs were sent to the Council of Residency Directors for EM (CORD-EM) listserv for additional feedback.ResultsThe product was 11 core EPAs that every trainee from every EM program should be able to perform independently by the time of graduation. Each EPA has associated knowledge, skills, attitudes and behaviors (KSAB), which are either milestones themselves or KSABs linked to individual milestones. We recognize that individual programs may have additional focus areas or work-based activities they want their trainees to achieve by graduation; therefore, programs are also encouraged to create additional program-specific EPAs.ConclusionThis set of 11 core, EM-resident EPAs can be used as an assessment tool by EM residency programs, allowing supervising physicians to document the multiple entrustment decisions they are already making during clinical shifts with trainees. The KSAB list within each EPA could assist supervisors in giving specific, actionable feedback to trainees and allow trainees to use this list as an assessment-for-learning tool. Linking each KSAB to individual EM milestones allows EPAs to directly inform milestone assessment for clinical competency committees. These EPAs serve as another option for workplace-based assessment, and are linked to the milestones to create an integrated framework.

Project description:BackgroundAs a successful innovation, competency-based medical education and its assessment tools continue to be a key strategy in training future doctors and tracking their performance trajectories. Linked to professional identity, evidence suggests that clinical competence is related to thinking, acting and feeling like a physician. Thus, incorporating the values and attitudes of healthcare professions as part of their professional identity in the clinical workplace improves professional performance.MethodsThrough a cross-sectional study, we examined the association of milestone, entrustable professional activities (EPA) and professional identity using self-reported tools among emergency medicine residents from 12 teaching hospitals across Taiwan. Milestone, EPA and professional identity were assessed using the Emergency Medicine Milestone Scale, Entrustable Professional Activity Scale and Emergency Physician Professional Identity and Value Scale, respectively.ResultsThe results of a Pearson correlation indicated a significant positive correlation between milestone-based core competencies and EPAs (r = 0.40 ~ 0.74, p < 0.01). The professional identity domain of skills acquisition, capabilities and practical wisdom was positively correlated with milestone-based core competencies of patient care, medical knowledge, practice-based learning and improvement, and system-based practice (r = 0.18 ~ 0.21, p ≤ 0.05), and six items of EPA (r = 0.16 ~ 0.22, p < 0.05). Additionally, the professional identity domain of professional recognition and self-esteem was positively correlated with practice-based learning and improvement, and system-based practice milestone competencies (r = 0.16 ~ 0.19, p < 0.05).ConclusionThis study demonstrates milestone and EPA assessment tools are highly linked and therefore, can be synergistically used by supervisors and clinical educators to evaluate clinical performance during residency training. Emergency physicians' professional identity is partly influenced by the advancement of skills and a resident's ability to learn, effectively perform tasks and make appropriate medical decisions at the system level in their clinical practice. Further research is warranted to understand the importance of residents' competency in relation to their professional identity development trajectory during clinical training.

Dataset Information

A Psychiatric-Specific Entrustable Professional Activity for the Evaluation of Prospective Psychiatric Residents: Towards a National Standard.

Introduction

Methods

Results

Discussion

Publications

A Psychiatric-Specific Entrustable Professional Activity for the Evaluation of Prospective Psychiatric Residents: Towards a National Standard.

Similar Datasets

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