722
Views
3
CrossRef citations to date
0
Altmetric
ARTICLES

The use of EPA assessments in decision-making: Do supervision ratings correlate with other measures of clinical performance?

ORCID Icon, , , ORCID Icon & ORCID Icon

References

  • Association of American Medical Colleges. 2014. Core Entrustable professional activities for entering residency, Curriculum Developer’s Guide. Washington, DC: AAMC.
  • Bransen D, Govaerts MJB, Sluijsmans DMA, Driessen EW. 2020. Beyond the self: the role of co-regulation in medical students’ self-regulated learning. Med Educ. 54(3):234–241.
  • Bray MJ, Bradley EB, Martindale JR, Gusic ME. 2020. Implementing systematic faculty development to support an EPA-based program of assessment: strategies, outcomes and lessons learned. Teach Learn Med. 2020:1–31.
  • Bullock JL, Lai CJ, Lockspeiser T, O’Sullivan PS, Aronowitz P, Dellmore D, Fung C-C, Knight C, Hauer KE. 2019. In pursuit of honors: a multi-institutional study of students’ perceptions of clerkship evaluation and grading. Acad Med. 94(11S):S48–S56.
  • Chen H, Carrie W, Sjoukje van den Broek E, ten Cate O. 2015. The case for use of entrustable professional activities in undergraduate medical education. Acad Med. 90(4):431–436.
  • Cohen J. 2013. Statistical power analysis for the behavioral sciences. New York: Routledge.
  • “Competencies Required of the Contemporary Physician.” 2021. Undergraduate Medical Education Curriculum; [accessed 2021 Jun 25]. https://med.virginia.edu/ume-curriculum/curriculum/competencies-required-of-the-contemporary-physician/.
  • Cook DA, Brydges R, Ginsburg S, Hatala R. 2015. A contemporary approach to validity arguments: a practical guide to Kane’s framework. Med Educ. 49(6):560–575.
  • Cook DA, Hatala R. 2016. Validation of educational assessments: a primer for simulation and beyond. Adv Simul. 1:31.
  • Durning SJ, Cation LJ, Markert RJ, Pangaro LN. 2002. Assessing the reliability and validity of the mini-clinical evaluation exercise for internal medicine residency training. Acad Med. 77(9):900–904.
  • Englander R, Flynn T, Call S, Carraccio C, Cleary L, Fulton TB, Garrity MJ, Lieberman SA, Lindeman B, Lypson ML, et al. 2016. Toward defining the foundation of the MD degree: core entrustable professional activities for entering residency. Acad Med. 91(10):1352–1358.
  • Epstein RM. 2007. Assessment in medical education. N Engl J Med. 356(4):387–396.
  • Hall AK, Rich J, Damon Dagnone J, Weersink K, Caudle J, Sherbino J, Frank JR, Bandiera G, Van Melle E. 2020. It’s a Marathon, not a sprint: rapid evaluation of competency-based medical education program implementation. Acad Med. 95(5):786–793.
  • Hauer KE, Iverson N, Quach A, Yuan P, Kaner S, Boscardin C. 2018. Fostering Medical students’ lifelong learning skills with a dashboard, coaching and learning planning. Perspect Med Educ. 7(5):311–317.
  • Hodges B. 2003. Validity and the OSCE. Med Teach. 25(3):250–254.
  • Hodwitz K, Kuper A, Brydges R. 2019. Realizing one’s own subjectivity: assessors’ perceptions of the influence of training on their conduct of workplace-based assessments. Acad Med. 94(12):1970–1979.
  • Humphrey-Murto S, Côté M, Pugh D, Wood TJ. 2018. Assessing the validity of a multidisciplinary mini-clinical evaluation exercise. Teach Learn Med. 30(2):152–161.
  • Keeley MG, Gusic ME, Morgan HK, Aagaard EM, Santen SA. 2019. Moving toward summative competency assessment to individualize the Postclerkship Phase. Acad Med. 94(12):1858–1864.
  • Kelleher M, Kinnear B, Sall D, Schumacher D, Schauer DP, Warm EJ, Kelcey B. 2020. A reliability analysis of entrustment-derived workplace-based assessments. Acad Med. 95(4):616–622.
  • Kogan JR, Conforti LN, Yamazaki K, Iobst W, Holmboe ES. 2017. Commitment to change and challenges to implementing changes after workplace-based assessment rater training. Acad Med. 92(3):394–402.
  • Kogan JR, Holmboe ES, Hauer KE. 2009. Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review. JAMA. 302(12):1316–1326.
  • Lee V, Brain K, Martin J. 2017. Factors influencing mini-cex rater judgments and their practical implications: a systematic literature review. Acad Med. 92(6):880–887.
  • Lörwald AC, Lahner F-M, Mooser B, Perrig M, Widmer MK, Greif R, Huwendiek S. 2019. Influences on the implementation of mini-CEX and DOPS for Postgraduate Medical trainees’ learning: a grounded theory study. Med Teach. 41(4):448–456.
  • Lupi CS, Ownby AR, Jokela JA, Cutrer WB, Thompson-Busch AK, Catallozzi M, Noble JM, Amiel JM. and Association of American Medical Colleges Core Entrustable Professional Activities for Entering Residency Faculty Development Concept Group. 2018. Faculty development revisited: a systems-based view of stakeholder development to meet the demands of entrustable professional activity implementation. Acad Med. 93(10):1472–1479.
  • Mann K, van der Vleuten C, Eva K, Armson H, Chesluk B, Dornan T, Holmboe E, Lockyer J, Loney E, Sargeant J. 2011. Tensions in informed self-assessment: how the desire for feedback and reticence to collect and use it can conflict. Acad Med. 86(9):1120–1127.
  • McGill DA, van der Vleuten CPM, Clarke MJ. 2011. Supervisor assessment of clinical and professional competence of medical trainees: a reliability study using workplace data and a focused analytical literature review. Adv Health Sci Educ Theory Pract. 16(3):405–425.
  • Meyer EG, Chen HC, Uijtdehaage S, Durning SJ, Maggio LA. 2019. Scoping review of entrustable professional activities in undergraduate medical education. Acad Med. 94(7):1040–1049.
  • Mortaz Hejri S, Jalili M, Masoomi R, Shirazi M, Nedjat S, Norcini J. 2020. The utility of mini-clinical evaluation exercise in undergraduate and postgraduate medical education: a BEME review: BEME Guide No. 59. Med Teach. 42(2):125–142.
  • Ney EM, Shea JA, Kogan JR. 2009. Predictive validity of the Mini-Clinical Evaluation Exercise (Mcex): do medical students’ mCEX ratings correlate with future clinical exam performance? Acad Med. 84(10 Suppl):S17–S20.
  • Norcini JJ, Blank LL, Arnold GK, Kimball HR. 1995. The Mini-CEX (Clinical Evaluation Exercise): a preliminary investigation. Ann Intern Med. 123(10):795–799.
  • Norcini J, Anderson B, Bollela V, Burch V, Costa MJ, Duvivier R, Galbraith R, Hays R, Kent A, Perrott V, et al. 2011. Criteria for good assessment: consensus statement and recommendations from the Ottawa 2010 Conference. Med Teach. 33(3):206–214.
  • Norcini J, Burch V. 2007. Workplace-based assessment as an educational tool: AMEE Guide No. 31. Med Teach. 29(9):855–871.
  • O’Dowd E, Lydon S, O’Connor P, Madden C, Byrne D. 2019. A systematic review of 7 years of research on entrustable professional activities in graduate medical education, 2011–2018. Med Educ. 53(3):234–249.
  • Parsons AS, Kon RH, Plews-Ogan M, Gusic ME. 2020. You can have both: coaching to promote clinical competency and professional identity formation. Perspect Med Educ. 10:57–63.
  • Pelgrim E. a M, Kramer AWM, Mokkink HGA, van den Elsen L, Grol RPTM, van der Vleuten CPM. 2011. In-training assessment using direct observation of single-patient encounters: a literature review. Adv Health Sci Educ Theory Pract. 16(1):131–142.
  • Shorey S, Lau TC, Lau ST, Ang E. 2019. Entrustable professional activities in health care education: a scoping review. Med Educ. 53(8):766–777.
  • Shumway JM, Harden RM. and Association for Medical Education in Europe. 2003. AMEE Guide No. 25: the assessment of learning outcomes for the competent and reflective physician. Med Teach. 25(6):569–584.
  • Tekian A, Harden RM, Cook DA, Steinert Y, Hunt D, Norcini J. 2020. Managing the tension: from innovation to application in health professions education. Med Teach. 42(3):333–339.
  • Tekian A, Ten Cate O, Holmboe E, Roberts T, Norcini J. 2020. Entrustment decisions: implications for curriculum development and assessment. Med Teach. 42(6):698–704.
  • ten Cate O. 2005. Entrustability of professional activities and competency-based training. Med Educ. 39(12):1176–1177.
  • Ten Cate O, Schwartz A, Chen HC. 2020. Assessing trainees and making entrustment decisions: on the nature and use of entrustment-supervision scales. Acad Med. 95(11):1662–1669.
  • Ten Cate O, Taylor DR. 2020. The recommended description of an entrustable professional activity: AMEE Guide No. 140. Med Teach. 2020:1–9.
  • van der Vleuten CPM, Schuwirth LWT. 2005. Assessing professional competence: from methods to programmes. Med Educ. 39(3):309–317.
  • Van Melle E, Frank JR, Holmboe ES, Dagnone D, Stockley D, Sherbino J. and International Competency-based Medical Education Collaborators. 2019. A core components framework for evaluating implementation of competency-based medical education programs. Acad Med. 94(7):1002–1009.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.