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Entrustable professional activities for bedside clinical teachers.

Ayesha Rafiq¹, Ahsan Sethi²

¹Department of Medical Education, Ayub Medical College, Abbottabad, Pakistan.

BMC Medical Education

|August 18, 2024

Summary

This summary is machine-generated.

This study developed and validated five Entrustable Professional Activities (EPAs) for bedside clinical teachers to improve medical education and training. These EPAs provide a framework for structured training, assessment, and entrustment in clinical settings.

Keywords:

Bedside teaching Clinical preceptors training Clinical rounds Entrustable Professional Activities Faculty development Teaching competence

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Area of Science:

Medical Education
Clinical Pedagogy
Professional Development

Background:

Bedside teaching is crucial for training medical professionals but has seen a decline in practice.
Effective bedside teaching requires structured training, assessment, and entrustment for educators.
There is a need to define specific competencies for bedside clinical teachers.

Purpose of the Study:

To develop and validate a set of Entrustable Professional Activities (EPAs) for bedside clinical teachers.
To establish a framework for standardizing bedside teaching competencies.
To enhance the quality of clinical education and trainee assessment.

Main Methods:

A multi-method approach involving nominal group technique, literature mapping, EQual rubric evaluation, and modified Delphi rounds.
Utilized qualitative thematic analysis and quantitative calculation of means and standard deviations.
Engaged 16 participants for EPA identification and 90/69 participants for consensus development.

Main Results:

Five key EPAs for bedside clinical teachers were identified and validated.
These EPAs encompass program development, session planning, teaching delivery, assessment, and evaluation.
The validated EPAs provide a clear definition of expected teacher activities.

Conclusions:

The study successfully developed and validated comprehensive EPAs for bedside clinical teachers.
These EPAs can guide the training, assessment, and entrustment of clinical educators.
Implementation of these EPAs is expected to strengthen bedside teaching practices and improve clinical training outcomes.