Capturing Entrustment: Using an End-of-Training Simulated Workplace to Assess the Entrustment of Near-graduating Medical Students from Multiple Perspectives
Medical science educator(2018)
摘要
Background The AAMC has identified 13 Entrustable Professional Activities (EPAs) that all entering residents should be entrusted to perform on day 1 of residency, regardless of specialty choice. However, there is currently no consensus on how to best measure entrustment. Objective This study embedded a range of entrustment measures from multiple rater perspectives in an immersive simulation event designed to assess competence in all 13 EPAs. Methods One hundred forty-four near-graduating medical students were recruited to complete a 4-h immersive simulation designed around four clinical cases where they interacted with standardized patients, nurses, attendings, and interns. A total of 16 entrustment ratings were collected for each of the learners across 6 of the 9 simulation activities. To test the hypothesis that the given items in the immersive simulation enabled measurement of entrustment, a three-factor (entrustment) confirmatory factor analysis (CFA) was conducted with the ratings between the assessors by case allowed to correlate. Results A three-factor CFA model fit the data ( χ 2 (94) = 147.28, p = 0.0002, CFI = 0.98, TLI = 0.97, RMSEA = 0.07 (CI = 0.04–0.08), p = 0.111). All but 1 of the 16 factor loadings was greater than 0.3. Conclusions A three-factor model with 16 measures fit the a priori entrustment framework suggesting that entrustment, operationalized across different rater perspectives and types of questions, is measurable as a construct. Using an end-of-training event provides a timely and feasible assessment approach to capture structured entrustment judgments for the educational handoff between medical school and residency.
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关键词
Entrustable professional activities, Near-graduating medical students, Entrustment, Educational handoff, Immersive simulation, Multiple raters
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