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Implications of Entrustable Professional Activities for Motivation and Learning
1Cody A. Sasek, PhD, PA-C, is program director and assistant professor for the Butler University DMS Bridge Program in Indianapolis, Indiana.
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.
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.
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