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Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and
Megan J Bray1, Elizabeth B Bradley2, James R Martindale2
1Department of Obstetrics and Gynecology, Center for Medical Education Research and Scholarly Innovation, Office of Medical Education, University of Virginia School of Medicine, Charlottesville, Virginia, USA.
Teaching and Learning in Medicine
|December 17, 2020
Summary
A systematic faculty development program successfully trained assessors to consistently evaluate medical students using Entrustable Professional Activities (EPAs). This improved the reliability of supervision ratings, fostering a new culture of assessment in medical education.
Area of Science:
- Medical Education
- Implementation Science
- Competency-Based Assessment
Background:
- Implementing a novel competency-based assessment program requires a robust plan to measure and support successful execution.
- Entrustable Professional Activities (EPAs) necessitate structured training for assessors to adopt a new assessment paradigm.
- Existing rater training methods lack specific strategies for preparing assessors to judge the level of supervision needed for student tasks.
Purpose of the Study:
- To describe a systematic approach for preparing faculty and trainees to conduct EPA assessments for medical students.
- To enhance assessors' skills in direct observation, performance evaluation, and feedback delivery for clinical skill development.
- To foster a community of practice among assessors through collaborative learning and peer feedback.
Main Methods:
- Developed and implemented an institution-wide faculty development program focused on direct observation and EPA assessment criteria.
- Trained assessors (residents, faculty, Master Assessors) on applying performance expectations and a modified supervision rating scale.
- Utilized data visualizations and collaborative sessions to reinforce learning and build a community of practice.
Main Results:
- The systematic training approach led to consistent supervision ratings across different assessor types and clinical contexts.
- Attention to implementation drivers facilitated institution-wide adoption of the EPA assessment program.
- The faculty development program effectively prepared assessors to apply assessment standards consistently.
Conclusions:
- A systematic, flexible faculty development strategy using existing infrastructure can drive engagement in a new assessment culture.
- Interactive training sessions promote both learning and community building among assessors.
- A dedicated leadership group is crucial for sustaining changes in assessment culture and addressing stakeholder needs.
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