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Entrustable Professional Activities and Learning: The Postgraduate Trainee Perspective.

Alice Stephan1, Gary Cheung2, Cees van der Vleuten3

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Academic Psychiatry : the Journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry
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Summary
This summary is machine-generated.

Entrustable professional activities (EPAs) impact psychiatry trainee motivation and learning based on their perceived control, value, and costs. Positive appraisals foster deep learning, while negative ones lead to superficial engagement.

Keywords:
Entrustable professional activitiesFaculty developmentLearningMotivationPostgraduate psychiatry training

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Area of Science:

  • Medical Education
  • Psychiatry Training
  • Competency-Based Education

Background:

  • Entrustable professional activities (EPAs) are integral to postgraduate psychiatry training in Australasia.
  • Understanding trainee perceptions of EPAs is crucial for optimizing their educational impact.

Purpose of the Study:

  • To explore psychiatry trainees' perceptions of how EPAs influence their motivation and learning.
  • To identify factors mediating the relationship between EPAs and trainee engagement.

Main Methods:

  • A constructivist grounded theory approach was employed.
  • Data were collected through semi-structured individual interviews with a purposive sample of trainees in New Zealand.
  • Data collection continued until theoretical saturation was achieved.

Main Results:

  • Trainee appraisals of subjective control, value, and costs mediated the impact of EPAs on learning.
  • Positive appraisals led to focused learning and structured supervision, while negative appraisals resulted in superficial learning.
  • EPA granularity, clinical practice alignment, and supervisor conscientiousness significantly influenced trainee appraisals and learning outcomes.

Conclusions:

  • EPAs must be perceived as a coherent curriculum by trainees and supervisors to stimulate learning.
  • Valuing EPAs as a work-based curriculum encompassing fellowship competencies is essential.
  • Prioritizing ongoing faculty development is critical for effective EPA implementation in clinical learning.