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Evaluating Feedback Comments in Entrustable Professional Activities: A Cross-Sectional Study.

Vasiliki Andreou1, Sanne Peters1,2, Jan Eggermont3

  • 1Department of Public Health and Primary Care, Academic Centre for General Practice, KU Leuven, Leuven, Belgium.

Journal of Medical Education and Curricular Development
|September 30, 2024
PubMed
Summary
This summary is machine-generated.

Entrustable Professional Activities (EPAs) in competency-based medical education (CBME) provide high-quality feedback. Assessment tool type influences feedback quality, but entrustment scores do not correlate with feedback quality.

Keywords:
assessmentcompetency-based medical educationentrustable professional activitiesfeedbackgeneral practicemedical educationpostgraduate medical education

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Area of Science:

  • Medical Education
  • Competency-Based Medical Education (CBME)

Background:

  • CBME prioritizes competency over time-based training.
  • Entrustable Professional Activities (EPAs) are key for trainee development and feedback.
  • Feedback quality within EPAs is an underexplored area.

Purpose of the Study:

  • To explore feedback quality within EPAs.
  • To examine factors influencing written feedback length and quality.
  • To assess the relationship between feedback characteristics and quality.

Main Methods:

  • Cross-sectional study analyzing 1163 written feedback comments.
  • Utilized the Quality of Assessment for Learning (QuAL) score to evaluate feedback.
  • Employed correlation and regression analyses to identify influencing factors.

Main Results:

  • EPAs facilitate high-quality, task-oriented, and actionable feedback.
  • Assessment tool type significantly impacts feedback length and quality (direct/video observation superior to case-based discussions).
  • No correlation found between entrustment scores and feedback quality.

Conclusions:

  • EPAs are effective in fostering high-quality feedback within CBME.
  • Feedback length and assessment tool type are key factors influencing feedback quality.
  • Further research into contextual factors is recommended to enhance medical education.