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Student Perceptions of Narrative Feedback in Entrustable Professional Activities.

Rebecca Lee1, Neil Dhami1, William Gibson1

  • 1Department of Medicine, University of Alberta Hospital, Edmonton, Alberta, Canada.

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Summary
This summary is machine-generated.

Undergraduate medical students found narrative feedback in Entrustable Professional Activities (EPAs) to be specific and individualized, but rarely actionable for growth. Many students reported barriers and desired changes to EPA requirements.

Keywords:
EPAsentrustable professional feedbacknarrative feedbackundergraduate medical education

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Area of Science:

  • Medical Education
  • Competency-Based Education

Background:

  • Entrustable Professional Activities (EPAs) assess trainee competency in professional tasks.
  • Narrative feedback is crucial for EPAs, yet undergraduate student perceptions are under-researched.

Purpose of the Study:

  • To explore undergraduate medical students' perceptions of narrative feedback within EPAs.
  • To identify student-reported barriers and desired changes to the EPA process.

Main Methods:

  • A survey was administered to Year 3 MD students, incorporating closed-ended and open-ended questions.
  • Quantitative data were analyzed descriptively, and qualitative data underwent thematic analysis.

Main Results:

  • Over 60% of students found EPA narrative comments specific and aligned with scores; 86% felt feedback was individualized.
  • However, 57% rarely received actionable feedback for growth, and many reported administrative burdens and barriers to EPA completion.
  • Student opinions on EPAs' impact on clinical development were mixed, with a strong desire for reduced EPA requirements.

Conclusions:

  • While students perceive EPA feedback as specific and individualized, it often lacks actionable guidance for improvement.
  • Significant barriers to EPA completion exist, necessitating student-recommended changes to the system.