A survey on the demand for entrustable professional activities (EPAs) in the standardized training of general practitioners in the context of medical and educational collaboration_Chinese Journal of Evidence-Based Medicine

Authors：

SHU Mingrong ¹ , WANG Hongjian ² ,  WANG Xingyue ^3,4 , WEI Xing ⁵ , BAO Ji ³ , CHEN Shuling ⁶

1. Department of Infection Management, West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
2. West China School of Public Health, Sichuan University/West China Fourth Hospital, Sichuan University, Chengdu 610041, P. R. China;
3. Department of Post Graduate Students, West China School of Medicine, Sichuan University/West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
4. Public Health Comprehensive Clinical Center of Sichuan Province, Chengdu 610000, P. R. China;
5. Molecular and Translational Medicine Laboratory, West China Institutes for Women and Children’s Health, West China Second Hospital, Sichuan University, Chengdu 610041, P. R. China;
6. Chinese Medical Doctor Association, Beijing 10071, P. R. China;

Corresponding?author：

WANG Xingyue, Email: wangxingyue@wchscu.cn

Keywords：

General practitioner resident; Professional master's degree student; Clinical preceptor; Mentor; Entrustable professional activities (EPAs); Teaching evaluation

DOI：

10.7507/1672-2531.202311177

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Objective Under the background of standardized training for general practitioners (including professional master’s degree in general practice), this study aimed to explore a feasible scheme for establishing an evaluation and assessment system for entrustable professional activities (EPAs) for general residency training based on the current application status and objective demands of EPAs by clinical teaching physicians. Methods A questionnaire survey was conducted among 158 clinical teaching physicians to analyze the current evaluation system for standardized training of general practitioners, as well as their understanding and suggestions on EPAs. Results Compared with the emphasis on medical knowledge and skills, the humanistic care, represented by medical ethics education, was found to be insufficient in the standardized training of general practitioners. Regarding actual demands, the order of importance of EPAs by teaching physicians was as follows: standardization (93.04%), objectification (93.04%), multidimensionality (92.41%), lightness (90.51%), and diversity (86.04%). Conclusion An EPA system for professional confidence based on the actual demands of standardized training for general practitioners in China should be designed to address the shortcomings of humanistic education. This system will improve the teaching competence of faculty and guarantee the output of general medical education.

Citation： SHU Mingrong, WANG Hongjian, WANG Xingyue, WEI Xing, BAO Ji, CHEN Shuling. A survey on the demand for entrustable professional activities (EPAs) in the standardized training of general practitioners in the context of medical and educational collaboration. Chinese Journal of Evidence-Based Medicine, 2024, 24(9): 1011-1015. doi: 10.7507/1672-2531.202311177 Copy

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2.	Guerrero APS, Beresin EV, Balon R, et al. The competency movement in psychiatric education. Acad Psychiatry, 2017, 41(3): 312-314.
3.	齊心. 置信職業行為與住院醫師勝任力關系探討. 中華醫學教育雜志, 2020, 40(4): 306-310.
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13.	雍颹, 潘潔, 劉宏偉, 等. 置信職業行為與口腔全科住院醫師的培養. 2022年中華口腔醫學會口腔醫學教育專業委員會第十七次學術年會論文集, 2022.
14.	李珊, 齊建光, 齊心, 等. 基于置信職業行為的兒科住院醫師形成性評價體系的構建探索. 中國畢業后醫學教育, 2021, 5(3): 193-196, 201.
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17.	El-Haddad C, Damodaran A, McNeil HP, et al. The ABCs of entrustable professional activities: an overview of 'entrustable professional activities' in medical education. Intern Med J, 2016, 46(9): 1006-1010.
18.	Ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ, 2013, 5(1): 157-158.

1. Moore J, Hawkins-Walsh E. Evaluating nurse practitioner student competencies: application of entrustable professional activities. J Nurs Educ, 2020, 59(12): 714-720.
2. Guerrero APS, Beresin EV, Balon R, et al. The competency movement in psychiatric education. Acad Psychiatry, 2017, 41(3): 312-314.
3. 齊心. 置信職業行為與住院醫師勝任力關系探討. 中華醫學教育雜志, 2020, 40(4): 306-310.
4. Ten Cate O. Entrustability of professional activities and competency-based training. Med Educ, 2005, 39(12): 1176-1177.
5. 李麗麗, 謝娜, 鄧建中. 可信賴式專業活動在神經內科住院醫師規范化培訓的應用. 中國現代醫生, 2021, 59(21): 158-161.
6. Shaughnessy AF, Sparks J, Cohen-Osher M, et al. Entrustable professional activities in family medicine. J Grad Med Educ, 2013, 5(1): 112-118.
7. Schultz K, Griffiths J, Lacasse M. The application of entrustable professional activities to inform competency decisions in a family medicine residency program. Acad Med, 2015, 90(7): 888-897.
8. Ingham G, Plastow K, Kippen R, et al. A 'call for help' list for Australian general practice registrars. Aust J Gen Pract, 2020, 49(5): 280-287.
9. 杜妍蓉, 陳彥樺, 王培成, 等. 置信職業行為在全科醫學領域的應用現狀與展望. 中國全科醫學, 2022, 25(19): 2307-2314.
10. 魏星, 王洪鍵, 王星月, 等. 醫教協同背景下全科住院醫師規范化培訓帶教師資對置信職業行為的知信行調查. 中國循證醫學雜志, 2023, 23(10): 1212-1217.
11. 陳蕊, 劉碧波, 吳戈, 等. 我國全科醫學教育現狀與發展對策探索. 醫學教育研究與實踐, 2018, 26(1): 2831-2849.
12. 齊殿君. 中國全科醫學住院醫師置信職業行為評價框架的構建與初步應用. 沈陽: 中國醫科大學, 2022.
13. 雍颹, 潘潔, 劉宏偉, 等. 置信職業行為與口腔全科住院醫師的培養. 2022年中華口腔醫學會口腔醫學教育專業委員會第十七次學術年會論文集, 2022.
14. 李珊, 齊建光, 齊心, 等. 基于置信職業行為的兒科住院醫師形成性評價體系的構建探索. 中國畢業后醫學教育, 2021, 5(3): 193-196, 201.
15. Giddens JF, Lauzon-Clabo L, Morton PG, et al. Re-envisioning clinical education for nurse practitioner programs: themes from a national leaders' dialogue. J Prof Nurs, 2014, 30(3): 273-278.
16. Broussenko M, Burns S, Leung FH, et al. Can teachers distinguish competencies from entrustable professional activities. PRiMER, 2019, 3: 19.
17. El-Haddad C, Damodaran A, McNeil HP, et al. The ABCs of entrustable professional activities: an overview of 'entrustable professional activities' in medical education. Intern Med J, 2016, 46(9): 1006-1010.
18. Ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ, 2013, 5(1): 157-158.

Chinese Journal of Evidence-Based Medicine

A survey on the demand for entrustable professional activities (EPAs) in the standardized training of general practitioners in the context of medical and educational collaboration

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