高级和低级EPA评估完成者的比较:改善EPA实施的见解
Alyssa D Murillo1, Camilla Gomes1, Yee Lim S Lee2
1Department of Surgery, University of California San Francisco, San Francisco, California.
Journal of surgical education
|August 22, 2025
概括
教师参与可信的专业活动 (EPA) 评估有所不同. 高用户重视EPA评估并将其整合到工作流程中,而低用户对其影响不确定.
科学领域:
- 医学教育
- 手术培训
- 在医疗保健中的评估
背景情况:
- 值得信赖的专业活动 (EPA) 评估的教师完成率不一致.
- 了解教师的动机是提高参与EPA评估的关键.
- 计划行为理论 (TPB) 为探索这些动机提供了一个框架.
研究的目的:
- 探索影响教师完成EPA评估的因素.
- 为了比较高和低完成教师使用TPB的动机.
- 确定加强教师参与EPA评估的策略.
主要方法:
- 利用2023-2024年的EPA评估数据将教师分类为高或低使用者.
- 对15名教师进行了半结构化的采访 (9名高使用者,6名低使用者).
- 应用定向内容分析以 TPB 构造 (态度,主观规范,感知行为控制) 和诱导编码为指导.
主要成果:
- 大量使用者对EPA评估价值和工作流程集成表现出更大的信心.
- 低使用者对EPA影响表示不确定,并更喜欢居民发起的评估.
- 两个小组都认识到主观规范的影响和反质量的重要性,并指出与委托监督 (ES) 尺度的不一致.
结论:
- 需要有针对性的教师培养来澄清EPA评估的好处.
- 简化EPA与临床工作流程的整合可以提高参与度.
- 解决教师对ES尺度的担忧对于提高参与度至关重要.
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