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Implications of Entrustable Professional Activities for Motivation and Learning.

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Summary

Entrustable Professional Activities (EPAs) assessment enhances medical learners' motivation and competence. Effective feedback within EPA-based assessment fosters autonomy and teamwork, supporting self-determination and intrinsic motivation.

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Area of Science:

  • Medical Education Research
  • Healthcare Professional Development
  • Educational Psychology

Background:

  • Entrustable Professional Activities (EPAs) are increasingly used for assessment in medical education.
  • Understanding the impact of EPA-based assessment on student motivation, particularly self-determination, is crucial.
  • This study explores the learner experience with EPA-based assessment and its motivational implications.

Purpose of the Study:

  • To explore the learner experience of entrustable professional activity-based assessment.
  • To determine the effect of EPA-based assessment on self-determination and motivation.
  • To understand the implications of EPA-based assessment for student motivation, learning, and wellbeing.

Main Methods:

  • Qualitative case study design utilizing standardized simulation.
  • Analysis of interviews and reflection journals.
  • Thematic analysis framed within Self-Determination Theory (SDT).

Main Results:

  • Entrustment feedback positively impacted learners' sense of competence and clinical performance understanding.
  • Quality feedback enhanced confidence in autonomy and team integration.
  • EPA-based assessment was found to be affectively and interpersonally impactful.

Conclusions:

  • EPAs support learner competence, autonomy, and relatedness, aligning with Self-Determination Theory.
  • Effective EPA implementation can bolster intrinsic motivation and self-determination.
  • Further research is needed on effective implementation, faculty development, and feedback strategies.