Competency-based medical education (CBME) has become a trend in recent years, and the application of entrustable professional activities (EPAs) in clinical training is one of them. Although CBME are widely used in healthcare professional education to develop outcomes-based curricula, applying EPAs in medical exam education still remains challenging. This study is aimed at the post-graduated year (PGY) trainees for the fecal parasite microscopy cultivating. All evaluation accesses and curricula for the EPAs task (performing fecal parasite microscopy) were designed according to the seven major EPAs steps and had employed of working needs after staffs’consensus agreements. After EPAs, the PGY trainee was upgraded from entrustment scale (3) (Teacher indirect guidance, need to confirm most content afterwards) to scale (4) (Teacher indirect guidance, only need to confirm the key content afterwards). When compared with the original evaluation access, teachers’satisfactory survey (10-point system) results for ’’Actual Performance of Students’ Ability’’, ’’Consistency of Evaluation among Teachers’’, and ’’Evaluation Tools Conveniences’’ had been significantly improved (p = 0.04). The conclusion is that the evaluation of the trainee’s entrustment scale for performing clinical tasks based on the EPAs framework has good reliability and validity, and can actually reflect the reliability of the trainees when performing clinical tasks. After the establishment of the EPAs system, the teacher evaluation method is also relatively simple and effective, which shows that it is feasible and acceptable to use EPAs as the framework for the evaluation of trainees to perform fecal parasite microscopy tasks.
本站僅提供期刊文獻檢索。
