Comparing High and Low Faculty EPA Assessment Completers: Insights to Improve EPA Implementation.

IF 2.1
Alyssa D Murillo, Camilla Gomes, Yee Lim S Lee, Kara L Faktor, Riley J Brian, Olle Ten Cate, Adnan A Alseidi, Patricia S O'Sullivan, Lan T Vu
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Abstract

Comparing high and low faculty epa assessment completers: Insights to Improve EPA Implementation OBJECTIVE: Despite the widespread use of Entrustable Professional Activities (EPA) assessments, faculty completion rates vary significantly. Understanding the motivations behind faculty participation is crucial for improving these rates. Utilizing the Theory of Planned Behavior (TPB), this study explores the factors influencing EPA assessment completion by examining high- and low-completing faculty.

Design: Using EPA assessments from 2023-2024, we calculated the percentage of assessments completed to total resident cases generated from resident case logs. Faculty were classified as high-users (at or above the median EPA assessments-to-case percentage) or low-users (below the median). Participants completed 15-minute semi-structured Zoom interviews. Qualitative codes were generated deductively from the transcripts guided by the TPB looking for intention to complete assessments based on their attitude, who influences their behavior (subjective norm), and perceived control of their behavior. We also inductively identified codes. Using a directed content analysis we identified themes.

Setting: Three institutions affiliated with a single general surgery residency program: a large academic quaternary referral center, a private community hospital, and a major Health Maintenance Organization (HMO) hospital PARTICIPANTS: Seventy-seven surgical faculty participated in EPA assessments, with a median completion rate of 4.32% of total resident cases (range: 0.43%-100%).

Results: Interviews with 15 faculty members (9 high-users, 6 low-users) revealed differences in attitudes towards EPA assessments and perceived behavioral control. Both groups agreed on the influence of subjective norms, the importance of feedback quality, and incongruency between the Entrustment-Supervision (ES) scale and surgical training. High users were more confident in the value of EPA assessments and integrated them into their workflow. Low users, however, were uncertain of the impact and preferred residents to initiate assessments.

Conclusions: To increase faculty participation, targeted development programs should clarify the benefits of EPA assessments, streamline their integration into clinical workflows, and address challenges with the ES scale.

比较高和低教师EPA评估完成者:改进EPA实施的见解。
目的:尽管广泛使用可信赖的专业活动(epa)评估,但教师的完成率差异很大。了解教师参与背后的动机对于提高这些比率至关重要。本研究运用计划行为理论,以完成度高的教师和完成度低的教师为研究对象,探讨影响环境保护评估完成度的因素。设计:使用2023-2024年的EPA评估,我们计算完成的评估占居民病例日志生成的居民病例总数的百分比。教师被分为高用户(等于或高于EPA评估与案例百分比的中位数)或低用户(低于中位数)。参与者完成了15分钟的半结构化Zoom访谈。在TPB的指导下,从成绩单中推导出定性代码,寻找基于他们的态度、影响他们行为的人(主观规范)和对他们行为的感知控制来完成评估的意图。我们还归纳识别代码。通过直接内容分析,我们确定了主题。环境:隶属于一个普通外科住院医师项目的三家机构:一家大型学术四级转诊中心、一家私立社区医院和一家主要的健康维护组织(HMO)医院。参与者:77名外科教师参加了EPA评估,平均完成率为总住院病例的4.32%(范围:0.43%-100%)。结果:对15名教师(9名高用户,6名低用户)的访谈揭示了对EPA评估和感知行为控制的态度差异。两组在主观规范的影响、反馈质量的重要性以及委托-监督(ES)量表与外科培训之间的不一致性方面达成一致。高用户对EPA评估的价值更有信心,并将其整合到他们的工作流程中。然而,低用户不确定影响,并希望居民发起评估。结论:为了提高教师的参与度,有针对性的发展项目应该明确EPA评估的好处,简化其与临床工作流程的整合,并应对ES量表的挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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