Résumés
Abstract
Background: Since the implementation of competency-based medical education (CBME) across residency training programs in Canada, there has been limited research understanding how entrustable professional activity (EPA) assessments are used by faculty supervisors and residents.
Objective: This study examines how EPA assessments are used in an Obstetrics and Gynecology residency program and the impact of implementation on both groups.
Methods: A mixed methods study design was used. Part one involved the aggregation of descriptive data of EPA assessment completion for postgraduate year 1 and 2 residents from July 2019 to May 2020. Part two involved a thematic analysis of semi-structured interviews of residents and faculty.
Results: There was significant uptake of EPA assessments across community and teaching hospitals with widespread contribution of assessment data from faculty. However, both residents and faculty reported that the intended design of EPA assessments as low-stakes assessments to provide formative feedback is not how EPA assessments are experienced. Residents and faculty noted the increased level of administrative burden and related perceived stress amongst the resident group.
Conclusions: The implementation of EPA assessments is feasible across a variety of sites. However, previous measurement challenges remain. Neither residents nor faculty perceive the value of EPAs to improve feedback, despite their intended nature.
Résumé
Contexte : Depuis l’implantation de l’éducation médicale fondée sur les compétences (EMFC) dans les programmes de résidence au Canada, peu de recherches ont été menées pour comprendre comment les évaluations des activités professionnelles confiables (APC) sont utilisées par les superviseurs et les résidents.
Objectif : Cette étude examine l’utilisation des évaluations des APC dans un programme de résidence en obstétrique et gynécologie et les impacts de son implantation sur ces deux groupes.
Méthodes : La première partie de cette étude à méthode mixte a consisté en l’agrégation des données descriptives sur les évaluations d’APC pour les résidents de première et deuxième année effectuées entre juillet 2019 et mai 2020. Dans un second temps, nous avons analysé thématiquement les entrevues semi-structurées de résidents et de membres du corps professoral.
Résultats : Il y a eu une importante participation aux évaluations des APC dans les hôpitaux communautaires et universitaires, avec une contribution considérable de données d’évaluation de la part des professeurs. Toutefois, alors que les évaluations des APC sont considérées à faibles enjeux etvisent à fournir une rétroaction formative, ce n’est pas de cette façon qu’elles sont vécues Les résidents et le corps professoral ont tous les deux rapporté une augmentation de la charge administrative et du niveau de stress perçu chez les résidents
Conclusion : L’implantation des APC est réaliste dans plusieurs sites. Malgré l’intention qui a motivé la mise en place des APC, ni les résidents ni le corps professoral ne perçoivent leur valeur comme moyen d’améliorer la rétroaction.
Parties annexes
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