Residents' Experiences of Learning, Working, and Developing in Entrustable Professional Activity-Based Training.

Area of Science:

• Medical Education
• Pediatric Residency Training
• Competency-Based Medical Education

Background:

• Entrustable Professional Activity (EPA)-based programs aim to structure residency training with flexibility and increasing autonomy.
• Understanding residents' lived experiences within EPA frameworks is crucial for optimizing learning and development.

Purpose of the Study:

• To explore paediatric residents' experiences of learning, working, and professional development within an EPA-based training program.
• To identify factors influencing resident learning and autonomy in EPA-structured curricula.

Main Methods:

• Qualitative study employing semi-structured interviews with 11 paediatric residents.
• Data analyzed using template analysis to identify key themes in resident experiences.

Main Results:

• Residents reported increased confidence and competence, linking it to EPA structure (goal setting, feedback) or clinical experience.
• The entrustment process, including Clinical Competence Committee feedback, was reassuring but sometimes uncomfortable.
• Post-entrustment, residents experienced varied supervision and some felt empowered for individualized learning.

Conclusions:

• Explicitly integrating Self-Regulated Learning principles into EPA programs can enhance resident learning and preparedness for independent practice.
• Addressing resident discomfort with group evaluation and standardizing supervision practices are important considerations for EPA-based training.