Related Experiment Video
Updated: May 17, 2025
05:25
Setup and Execution Of the Blindfolded Code Training Exercise
Published on: March 29, 2019
9.3K
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.
The Clinical Teacher
|April 6, 2025
Summary
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.
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.
Related Concept Videos
01:20Nursing Process for Patient and Caregiver Teaching III: Evaluation and Documentation
1.6K
Evaluation of the teaching process enables the nurse to determine if the patient's learning needs were met and if training was effective. If the expected outcomes are not met, the care plan is revised, and additional education or reinforcement is provided. Nurses can ask questions after the session or obtain feedback to assess the patient's understanding of the topic.
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
Nurses can use several methods to evaluate patient outcomes. For example, oral questions can assess cognitive learning,...
1.6K
03:00Self-Evaluation: Self-Enhancement and Self-Verification
5.1K
Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
5.1K
01:15Nursing Evaluation
3.1K
The evaluation stage signals the end of the nursing process. The nurse gathers evaluative data to assess whether or not the patient has attained the expected results. Whereas the nurse collects data in the nursing assessment to identify the patient's health concerns, the evaluation stage data determines if the indicated health issues are resolved. Evaluative data collection includes two sections: the data acquired to evaluate patient outcomes and the time criteria for data collection.
3.1K
01:09Accountability and Responsibility of a Nurse II
664
Professional accountability in nursing is a multifaceted concept that encompasses professional ethics, legal standards, and employment expectations. This framework ensures that nurses maintain and elevate the quality of care while upholding the values of their profession. It compels them to treat patients, families, and colleagues with respect, compassion, and integrity.
For example, a nurse demonstrating respect and compassion might listen attentively to a patient's concerns, provide...
For example, a nurse demonstrating respect and compassion might listen attentively to a patient's concerns, provide...
664
01:08Obedience
32.6K
According to obedience research, we may harm others under the forceful pressures of an authority figure (Milgram, 1974). How about if the inappropriate orders were delivered with less force? The increasing interdependence between nurses and physicians compelled Hofling and his colleagues to explore nurses’ reactions to a potentially harmful medical request made by the perceived authority figure, the doctor (Hofling, Brotzman, Dalrymple, Graves, & Pierce, 1966). In this situation,...
32.6K
01:37Social Loafing
34.4K
Another way in which a group presence can affect performance is social loafing—the exertion of less effort by a person working together with a group. Social loafing occurs when our individual performance cannot be evaluated separately from the group. Thus, group performance declines on easy tasks (Karau & Williams, 1993). Essentially individual group members loaf and let other group members pick up the slack. Because each individual’s efforts cannot be evaluated,...
34.4K