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Villa S, Caretta‐Weyer H, Yarris LM, Clarke SO, Coates WC, Sokol KA, Jurvis A, Papanagnou D, Ahn J, Hillman E, Camejo M, Deiorio N, Fischer KM, Wolff M, Estes M, Dimeo S, Jordan J. Development of entrustable professional activities for emergency medicine medical education fellowships: A modified Delphi study. AEM EDUCATION AND TRAINING 2024; 8:e10944. [PMID: 38504805 PMCID: PMC10950010 DOI: 10.1002/aet2.10944] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 10/17/2023] [Accepted: 12/05/2023] [Indexed: 03/21/2024]
Abstract
Background It is essential that medical education (MedEd) fellows achieve desired outcomes prior to graduation. Despite the increase in postgraduate MedEd fellowships in emergency medicine (EM), there is no consistently applied competency framework. We sought to develop entrustable professional activities (EPAs) for EM MedEd fellows. Methods From 2021 to 2022, we used a modified Delphi method to achieve consensus for EPAs. EM education experts generated an initial list of 173 EPAs after literature review. In each Delphi round, panelists were asked to make a binary choice of whether to include the EPA. We determined an inclusion threshold of 70% agreement a priori. After the first round, given the large number of EPAs meeting inclusion threshold, panelists were instructed to vote whether each EPA should be included in the "20 most important" EPAs for a MedEd fellowship. Modifications were made between rounds based on expert feedback. We calculated descriptive statistics. Results Seventeen experts completed four Delphi rounds each with 100% response. After Round 1, 87 EPAs were eliminated and two were combined. Following Round 2, 46 EPAs were eliminated, seven were combined, and three were included in the final list. After the third round, one EPA was eliminated and 13 were included. After the fourth round, 11 EPAs were eliminated. The final list consisted of 16 EPAs in domains of career development, education theory and methods, research and scholarship, and educational program administration. Conclusions We developed a list of 16 EPAs for EM MedEd fellowships, the first step in implementing competency-based MedEd.
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Affiliation(s)
- Stephen Villa
- UCLA Department of Emergency MedicineUCLA David Geffen School of MedicineLos AngelesCaliforniaUSA
| | - Holly Caretta‐Weyer
- Department of Emergency MedicineStanford University School of MedicinePalo AltoCaliforniaUSA
| | | | - Samuel O. Clarke
- Department of Emergency MedicineUC Davis Health SystemSacramentoCaliforniaUSA
| | - Wendy C. Coates
- Harbor–UCLA Department of Emergency MedicineUCLA Geffen School of MedicineLos AngelesCaliforniaUSA
| | - Kimberly A. Sokol
- Department of Emergency MedicineKaweah Health Medical CenterVisaliaCaliforniaUSA
| | - Amanda Jurvis
- Department of Emergency MedicineHennepin HealthcareMinneapolisMinnesotaUSA
| | - Dimitrios Papanagnou
- Department of Emergency MedicineSidney Kimmel Medical College at Thomas Jefferson UniversityPhiladelphiaPennsylvaniaUSA
| | - James Ahn
- Section of Emergency MedicineUniversity of ChicagoChicagoIllinoisUSA
| | - Emily Hillman
- Department of Emergency MedicineUniversity Health‐Truman Medical Center, University of Missouri–Kansas City School of MedicineKansas CityMissouriUSA
| | - Melanie Camejo
- Department of Emergency MedicineUniversity Health‐Truman Medical Center, University of Missouri–Kansas City School of MedicineKansas CityMissouriUSA
| | - Nicole Deiorio
- Virginia Commonwealth University School of MedicineVirginia Commonwealth Department of Emergency MedicineRichmondVirginiaUSA
| | - Kathryn M. Fischer
- Department of Emergency MedicineBaylor College of MedicineHoustonTexasUSA
| | - Meg Wolff
- Department of Emergency MedicineUniversity of Michigan Medical SchoolAnn ArborMichiganUSA
| | - Molly Estes
- Department of Emergency MedicineLoma Linda University School of MedicineLoma LindaCaliforniaUSA
| | - Sara Dimeo
- Department of Emergency MedicineUniversity of South Carolina School of Medicine GreenvilleGreenvilleSouth CarolinaUSA
- Present address:
Dignity Health East Valley Emergency Medicine Residency ProgramChandlerAZUSA
| | - Jaime Jordan
- UCLA Department of Emergency MedicineUCLA David Geffen School of MedicineLos AngelesCaliforniaUSA
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Gandomkar R, Changiz T, Omid A, Alizadeh M, Khazaei M, Heidarzadah A, Rouzrokh P, Amini M, Honarpisheh H, Laripour R, Abedi F, Sabet B, Mirzazadeh A. Developing and validating a national set of standards for undergraduate medical education using the WFME framework: the experience of an accreditation system in Iran. BMC MEDICAL EDUCATION 2023; 23:379. [PMID: 37226139 PMCID: PMC10210375 DOI: 10.1186/s12909-023-04343-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/20/2022] [Accepted: 05/09/2023] [Indexed: 05/26/2023]
Abstract
BACKGROUND Defining standards is the first step toward quality assurance and improvement of educational programs. This study aimed at developing and validating a set of national standards for the Undergraduate Medical Education (UME) program through an accreditation system in Iran using the World Federation for Medical Education (WFME) framework. METHODS The first draft of standards was prepared through consultative workshops with the participation of different UME program stakeholders. Subsequently, standards were sent to medical schools and UME directors were asked to complete a web-based survey. The content validity index at the item level (I-CVI) was computed using criteria including clarity, relevance, optimization and evaluability for each standard. Afterward, a full-day consultative workshop was held and a wide range of UME stakeholders across the country (n = 150) discussed the survey results and made corrections to standards. RESULTS Analysis of survey results showed that relevance criteria had the best CVI as only 15 (13%) standards demonstrated CVI < 0.78. More than two-thirds (71%) and a half (55%) of standards showed CVI < 0.78 for optimization and evaluability criteria. The final set of UME national standards was structured in 9 areas, 24 sub-areas, 82 basic and 40 quality development standards, and 84 annotations. CONCLUSIONS We developed and validated national standards as a framework to ensure the quality of UME training with input from UME stakeholders. We used WFME standards as a benchmark while addressing local requirements. The standards and participatory approach to developing standards may guide relevant institutions.
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Affiliation(s)
- Roghayeh Gandomkar
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
- Health Profession Education Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Tahereh Changiz
- Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
- Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Athar Omid
- Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran
- Medical Education Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Mahasti Alizadeh
- Social Determinants of Health Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
- Medical Education Research Center, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Majid Khazaei
- Department of Physiology, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Abtin Heidarzadah
- Medical Education Research center, Guilan University of Medical Sciences, Guilan, Iran
| | - Pouria Rouzrokh
- Artificial Intelligence Laboratory, Department of Radiology, Mayo Clinic, Rochester, MN, USA
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Hamid Honarpisheh
- Deputy of Education Faculty Member, Ministry of Health and Medical Education, Secretariat of the Council of Undergraduate Medical Education, Tehran, Iran
| | - Reza Laripour
- Department of Social and Preventive Medicine, School of Medicine, Aja University of Medical Sciences, Tehran, Iran
| | - Farshid Abedi
- Department of Infectious Diseases, School of Medicine, Infectious Diseases Research Center, Birjand University of Medical Sciences, Birjand, Iran
| | - Babak Sabet
- Department of Surgery, Faculty of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Azim Mirzazadeh
- Health Profession Education Research Center, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd, Tehran, 141663591, Iran.
- Department of Internal Medicine, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran.
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Kulo V, Cestone C. A continuing professional development imperative? Examining trends and characteristics of health professions education doctoral programs. BMC MEDICAL EDUCATION 2022; 22:853. [PMID: 36482331 PMCID: PMC9733163 DOI: 10.1186/s12909-022-03937-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/18/2022] [Accepted: 11/30/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Despite the long-standing faculty development initiatives for improving teaching skills in the health professions, there is still a growing need for educators who are formally trained in educational theory and practice as health professions schools experience dramatic demand and growth. Graduate programs in health professions education (HPE) provide an avenue for health professions' faculty continuing professional development to enhance their knowledge and skills for teaching and curriculum leadership roles. There has been a proliferation of certificate, master's, and doctoral programs in HPE over the last two decades to respond to the growing need for well-prepared faculty educators and program leadership. The purpose of this study was to identify and describe current HPE doctoral programs in United States (U.S.) and Canada. METHODS The study first examined doctoral programs in HPE identified in earlier studies. Next, we searched the literature and the web to identify new doctoral programs in the U.S. and Canada that had been established between 2014, when the prior study was conducted, and 2022. We then collated and described the characteristics of these programs, highlighting their similarities and differences. RESULTS We identified a total of 20 doctoral programs, 17 in the U.S. and 3 in Canada. Of these, 12 programs in the U.S. and 1 program in Canada were established in the last 8 years. There are many similarities and some notable differences across programs with respect to degree title, admission requirements, duration, delivery format, curriculum, and graduation requirements. Most programs are delivered in a hybrid format and the average time for completion is 4 years. CONCLUSIONS The workforce shortage facing health professional schools presents an opportunity, or perhaps imperative, for continuing professional development in HPE through certificate, master's, or doctoral programs. With the current exponential growth of new doctoral programs, there is a need to standardize the title, degree requirements, and further develop core competencies that guide the knowledge and skills HPE graduates are expected to have upon graduation.
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Affiliation(s)
- Violet Kulo
- Health Professions Education, Graduate School, University of Maryland Baltimore, MD, Baltimore, USA.
| | - Christina Cestone
- Health Professions Education, Graduate School, University of Maryland Baltimore, MD, Baltimore, USA
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Gandomkar R, Zaeri R, Ten Cate O. Expectations for PhDs in health professions education: an international EPA-framed, modified Delphi study. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2022; 27:1443-1456. [PMID: 35836036 DOI: 10.1007/s10459-022-10136-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Accepted: 06/11/2022] [Indexed: 06/15/2023]
Abstract
Health professions education (HPE) has matured into field of study that employs and produces specialized educational scholars. Many academic institutions employ such scholars to support development and innovation in education. Simultaneously, the possibilities to obtain a PhD degree in HPE are expanding. Clarity in the expectations that such a degree brings along can be useful for scholars, employers and institutions. Anticipating that the views of what a PhD in HPE is or should be can vary between institutions, cultures and countries, we conducted an international Delphi study to identify EPAs for HPE PhDs. We used a framework of 24 EPAs resulted from a national consensus study in Iran as input to seek more generalized validity and a wider consensus of reasonably suitable activities. A three-round modified Delphi study was conducted with participation of 15 international experts. Final framework consisted of 17 relevant EPAs with a justification, specifications and limitations, and risks in case of failure per EPA (all had overall CVI > 0.8 for adequacy of description). Eleven EPAs were considered by the majority to be core to PhD training, 16 to be desirable for HPE PhDs as a capability to carry out without supervision, but the majority would trust current HPE PhDs to carry out only 5 of the 17 without supervision. The EPAs identified in this study arguably reflect the expectations of educators with a PhD degree in HPE. The framework has the potential to advance HPE training across countries and to inform personal development and employment decisions.
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Affiliation(s)
- Roghayeh Gandomkar
- Health Professions Education Research Center, Tehran University of Medical Sciences, Tehran, Iran.
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd., Tehran, Iran.
| | - Reza Zaeri
- Department of Medical Education, School of Medicine, Tehran University of Medical Sciences, No. 57, Hojjatdust Alley, Naderi St., Keshavarz Blvd., Tehran, Iran
| | - Olle Ten Cate
- Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands
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