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Entrustable professional activities and feedback for learning: Insights from a mixed methods study.

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This summary is machine-generated.

Written feedback on Entrustable Professional Activities (EPAs) often highlights strengths but lacks specific guidance for improvement. Optimizing feedback requires better EPA design and clearer instructions for students and supervisors.

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Area of Science:

  • Medical Education
  • Clinical Skills Training

Background:

  • Entrustable Professional Activities (EPAs) are crucial scaffolds for medical training, integrating practice and feedback.
  • Effective feedback is essential for developing clinical competence.

Purpose of the Study:

  • To evaluate the impact of written feedback on Entrustable Professional Activities (EPAs) on medical students' learning.
  • To analyze the quality and types of feedback provided for EPAs.

Main Methods:

  • Mixed methods analysis of written feedback for two specific EPAs (admit/consult patient, discharge summary).
  • Content analysis to categorize feedback types; qualitative analysis for themes.
  • Utilized Hattie and Timperley's feedback model for interpretation.

Main Results:

  • Written feedback was provided for 89.5% of 997 EPAs, primarily focusing on positive aspects (75.6%).
  • Feedback including areas for improvement (27.7%) and next steps (17.4%) was less common; only 10% received all three feedback types.
  • Independent EPAs were more likely to receive feedback, while supervised EPAs yielded more constructive criticism.

Conclusions:

  • EPAs predominantly generate feedback on accomplishments, with limited strategies for improvement.
  • Effective feedback, characterized by descriptive performance details and tailored advice, is infrequent.
  • Enhancing feedback quality necessitates improved EPA form design and explicit guidance for students and supervisors.