共同的EPA期望:将微观评估映射到传统的轮换培训框架中
Shannon Barter1, Elisabeth T Tracy2, Kevin Shah1
1Duke University School of Medicine, Department of Surgery, Durham, North Carolina.
Journal of surgical education
|January 20, 2026
概括
这项研究检查了可信任的专业活动 (EPA) 如何适应整体外科住院培训. 调查结果显示,教师和住院人员在EPA频率上达成的协议很差,这凸显了在基于能力的外科教育中需要更明确的期望.
科学领域:
- 医学教育 医学教育
- 进行外科手术培训.
- 基于能力的教育 基于能力的教育
背景情况:
- 将外科培训转变为基于能力的模型,需要有效的培养评估工具,如可信任的专业活动 (EPA).
- 将EPA整合到传统的基于时间的居住框架中,带来了实施挑战.
- 了解EPA与现有培训结构的协调对于成功采用至关重要.
研究的目的:
- 评估EPA临床内容领域在基于时间的整体外科住院计划中的适应性.
- 确定在外科培训中加强EPA实施的机遇和挑战.
主要方法:
- 在6个月的轮换中,教师和住院人员对EPA绩效频率进行了调查.
- 与临床年度特定培训计划映射的EPA暴露数据.
- 计算的课内相关系数 (ICCs) 来评估院校居民的协议.
主要成果:
- 咨询 (EPA 7) 成为培训年中最常见的EPA机会.
- 根据临床年和培训阶段,EPA机会的趋势有所不同.
- 较差的ICC值表明教师和住院人员在EPA任务执行方面达成的协议较低.
结论:
- 调整分析显示,在居住结构中,EPA频率和一致性较低的区域.
- 通过建立共同的期望,结果将为EPA的实施提供信息.
- 制定一个轮换特定的EPA路线图可以指导整合到基于时间的外科培训.
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