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Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
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Entrustable Professional Activities for Small-Group Facilitation: A Validation Study Using Modified Delphi Technique.

Muhammad Zafar Iqbal1, Karen D Könings2, Mohamed M Al-Eraky3

  • 1Medical Education Department, College of Medicine, Imam Abdulrahman Bin Faisal University, Dammam, Saudi Arabia.

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Summary

This study established a framework of three core Entrustable Professional Activities (EPAs) for small-group facilitators, detailing necessary competencies and sub-activities for effective teaching and professional development.

Keywords:
entrustable professional activitiesfaculty developmentsmall-group teachingteacher evaluationteaching competence

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Area of Science:

  • Medical Education
  • Health Professions Education
  • Faculty Development

Background:

  • Entrustable Professional Activities (EPAs) offer a structured approach to professionalization and competence assessment in teaching.
  • A framework for training and entrusting small-group facilitators using EPAs has been proposed but lacked content validity establishment.
  • The study aimed to establish the content validity of a proposed EPA framework for small-group facilitators.

Purpose of the Study:

  • To establish the content validity of a proposed EPA framework for training and entrusting small-group facilitators.
  • To identify and define core EPAs, required competencies, and associated sub-activities for small-group facilitation.
  • To provide a validated framework for faculty development and teacher entrustment in health professions education.

Main Methods:

  • A modified Delphi technique involving three survey rounds with expert health professions educationalists was employed.
  • Nine pre-designed EPAs were assessed using a rubric, and 12 competencies were evaluated for relevance to selected EPAs.
  • Consensus was sought on EPAs and their sub-activities, with quantitative and qualitative data analyzed using statistical methods and content analysis.

Main Results:

  • Three of nine proposed EPAs achieved consensus: preparing an activity, facilitating a small-group session, and reflecting on self and the session.
  • Nine of 12 competencies were agreed upon and mapped to the selected EPAs.
  • Consensus was reached on five, six, and four sub-activities for the three retained EPAs, respectively.

Conclusions:

  • A validated framework comprising three EPAs for small-group facilitation, including their sub-activities and required competencies, was developed.
  • This EPA framework can guide program developers and administrative bodies in structuring faculty development and teacher entrustment.
  • The framework supports structured professionalization and assessment of teaching competence for small-group facilitators.