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Abeyaratne C, Vienet M, Galbraith K. Development and Validation of Entrustable Professional Activities for Provisionally Registered (Intern) Pharmacists in Australia. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:100036. [PMID: 37714661 DOI: 10.1016/j.ajpe.2022.12.005] [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: 08/09/2022] [Revised: 11/27/2022] [Accepted: 12/02/2022] [Indexed: 09/17/2023]
Abstract
OBJECTIVE The purpose of this study was to describe the development and validation of entrustable professional activities (EPAs) for a pharmacy intern training program in Australia. METHODS Performance outcomes with EPAs suggested as an assessment in the intern year were identified and EPAs were developed. The EQual rubric, designed for EPAs in graduate medical education settings, was used to validate the EPAs. Eight subject matter experts were recruited to validate 14 EPAs using prespecified cutoffs in the EQual rubric to determine the degree of alignment with established key domains of the EPA construct. Descriptive statistics for the EQual rubric scores were calculated for each of the 14 EPAs overall and for each of the 3 domains. Any EPA falling below the prespecified cut score required revisions and a second round of validation. RESULTS Eight responses were recorded for the first round of validation. Seven EPAs were below the discrete units of work cutoff (4.17); 2 of these EPAs were also below the EPA curricular role cutoff (4.00). All scores described in the EPAs as entrustable, essential, and important tasks of the profession were above the cutoff (4.00). Seven subject matter experts responded to the second round of validation. All 7 revised EPAs scored above the EQual rubric's overall cutoff of 4.07. CONCLUSION Fourteen EPAs were validated for use with provisionally registered (intern) pharmacists. To our knowledge, this is the first time that the EQual rubric has been used in the evaluation and validation of pharmacy EPAs.
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Affiliation(s)
- Carmen Abeyaratne
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia.
| | - Michelle Vienet
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia
| | - Kirsten Galbraith
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia
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Paisant A, Skehan S, Colombié M, David A, Aubé C. Development and validation of core entrustable professional activities for abdominal radiology. Insights Imaging 2023; 14:142. [PMID: 37644337 PMCID: PMC10465426 DOI: 10.1186/s13244-023-01482-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 07/11/2023] [Indexed: 08/31/2023] Open
Abstract
OBJECTIVES To develop and validate European entrustable professional activities (EPAs) for sub-specialised hepatobiliary and gastrointestinal (HB/GI) diagnostic imaging. MATERIALS AND METHODS Both European Society of Radiology and national curricula in HB/GI diagnostic radiology were thoroughly reviewed, resulting in preliminary EPAs drafted by a pilot group of expert radiologists in 2 different countries. Each EPA was fully described with 7 components (Specification/limitations; Potential risks of failing; Relevant domains of competence; Required experience, knowledge, skills, attitude and behaviour; Assessment information sources to assess progress and ground a summative entrustment decision; Entrustment for which level of supervision is to be reached; and Expiration date). The modified Delphi method with 3 Delphi rounds was chosen for validation. Content validity index (CVI) and median values were used for validation. RESULTS There were 15 preliminary EPAs, some of them divided according to 2 levels: resident and fellow level. The 37 members of the Delphi group were based in 2 different European countries with a background experience of 10 represented countries. Subsequent to the first Delphi round, 6 EPAs were accepted (CVI ≥ 0.8, median ≥ 4), 6 needed major revisions (CVI 0.7-0.79, median ≥ 4), 3 were rejected (CVI < 0.7) and 1 was added. After the second Delphi round, both the 6 revised EPAs and the additional one met the validation criteria (CVI ≥ 0.8, median ≥ 4). Finally, 13 EPAs were validated during the 3rd Delphi round with an agreement percentage of 95-100%. CONCLUSION This study creates and validates EPAs for sub-specialised HB/GI diagnostic imaging. CRITICAL RELEVANCE STATEMENT Thirteen EPAs for sub-specialised hepatobiliary and gastrointestinal diagnostic imaging were created with a strong methodology, and as a first example set in sub-specialised diagnostic imaging, they provide a template for others to be created. KEY POINTS • The competence-based teaching in medical studies has recently been reintroduced through EPAs. • Thirteen EPAs have been developed for hepatobiliary and gastrointestinal sub-specialised diagnostic imaging. • These EPAs were validated using a Delphi modified method and provide a template for other to be created.
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Affiliation(s)
- Anita Paisant
- Department of Radiology, Abdominal Unit Radiologie A, Angers University Hospital, 4 Rue Larrey, 49933, Angers, France.
- Laboratoire HIFIH, EA 3859, Université d'Angers, 4 Rue Larrey, 49045, Angers, France.
| | - Stephen Skehan
- Department of Radiology, Elm Park Dublin 4 and School of Medicine, St Vincent's University Hospital, University College Dublin, Dublin, Ireland
| | - Mathilde Colombié
- Department of Radiology, Elm Park Dublin 4 and School of Medicine, St Vincent's University Hospital, University College Dublin, Dublin, Ireland
| | - Arthur David
- Department of Radiology, Nantes University Hospital, Hôtel Dieu, 1 Pl. Alexis-Ricordeau, 44093, Nantes Cedex 1, France
| | - Christophe Aubé
- Department of Radiology, Abdominal Unit Radiologie A, Angers University Hospital, 4 Rue Larrey, 49933, Angers, France
- Laboratoire HIFIH, EA 3859, Université d'Angers, 4 Rue Larrey, 49045, Angers, France
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McCarthy N, Neville K, Pope A, Barry L, Livingstone V. Effectiveness of a proficiency-based progression e-learning approach to training in communication in the context of clinically deteriorating patients: a multi-arm randomised controlled trial. BMJ Open 2023; 13:e072488. [PMID: 37536965 PMCID: PMC10401258 DOI: 10.1136/bmjopen-2023-072488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/03/2023] [Accepted: 06/08/2023] [Indexed: 08/05/2023] Open
Abstract
OBJECTIVE To determine the effectiveness of proficiency-based progression (PBP) e-learning in training in communication concerning clinically deteriorating patients. DESIGN Single-centre multi-arm randomised double-blind controlled trial with three parallel arms. RANDOMISATION, SETTING AND PARTICIPANTS A computer-generated program randomised and allocated 120 final year medical students in an Irish University into three trial groups. INTERVENTION Each group completed the standard Identification, Situation, Background, Assessment, Recommendation communication e-learning; group 1 Heath Service Executive course group (HSE) performed this alone; group 2 (PBP) performed additional e-learning using PBP scenarios with expert-determined proficiency benchmarks composed of weighted marking schemes of steps, errors and critical errors cut-offs; group 3 (S) (self-directed, no PBP) performed additional e-learning with identical scenarios to (PBP) without PBP. MAIN OUTCOME MEASURES Primary analysis was based on 114 students, comparing ability to reach expert-determined predefined proficiency benchmark in standardised low-fidelity simulation assessment, before and after completion of each group's e-learning requirements. Performance was recorded and scored by two independent blinded assessors. RESULTS Post-intervention, proficiency in each group in the low-fidelity simulation environment improved with statistically significant difference in proficiency between groups (p<0.001). Proficiency was highest in (PBP) (81.1%, 30/37). Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and self-directed (S) (p<0.001) and (HSE) (p<0.001). No statistically significant difference existed between (S) and (HSE) (p=0.479). Changes in proficiency from pre-intervention to post-intervention were significantly different between the three groups (p=0.001). Post-intervention, an extra 67.6% (25/37) in (PBP) achieved proficiency in the low-fidelity simulation. Post hoc pairwise comparisons revealed statistically significant differences between (PBP) and both (S) (p=0.020) and (HSE) (p<0.001). No statistically significant difference was found between (S) and (HSE) (p=0.156). CONCLUSIONS PBP e-learning is a more effective way to train in communication concerning clinically deteriorating patients than standard e-learning or e-learning without PBP. TRIAL REGISTRATION NUMBER NCT02937597.
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Affiliation(s)
- Nora McCarthy
- Medical Education Unit, School of Medicine, University College Cork, Cork, Ireland
| | - Karen Neville
- Department of Business Information Systems, Cork University Business School, University College Cork, Cork, Ireland
| | - Andrew Pope
- Department of Business Information Systems, Cork University Business School, University College Cork, Cork, Ireland
| | - Lee Barry
- ESA-BIC, Tyndall Institute, University College Cork National University of Ireland, Cork, Ireland
| | - Vicki Livingstone
- INFANT Centre, University College Cork National University of Ireland, Cork, Ireland
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Abeyaratne C, Galbraith K. A Review of Entrustable Professional Activities in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2023; 87:ajpe8872. [PMID: 34911704 PMCID: PMC10159551 DOI: 10.5688/ajpe8872] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/28/2021] [Accepted: 12/13/2021] [Indexed: 05/06/2023]
Abstract
Objective. To review the published literature describing how entrustable professional activities (EPAs) are currently used in health professions education with a focus on pharmacy education.Findings. English-language searches in the databases CINAHL Plus and MEDLINE were conducted for January 2011 through March 2021, which identified 21 publications for inclusion in this review. The following themes were identified: frameworks for the development of EPAs, the implementation and evaluation of EPAs for workplace learning, and gaps in knowledge and future directions for EPAs.Summary. Currently, no standardized approach exists for developing EPA frameworks for health disciplines. Also, the ways that EPAs are implemented and evaluated as an educational tool in practice settings are inconsistent. An opportunity exists to further establish the development, implementation, and evaluation of EPAs in all clinical practice settings. Much can be learned from other health professions to ensure successful translation of EPAs into pharmacy education.
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Affiliation(s)
- Carmen Abeyaratne
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia
| | - Kirsten Galbraith
- Monash University, Faculty of Pharmacy and Pharmaceutical Sciences, Parkville, Australia
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Jenkins LS, Mash R, Motsohi T, Naidoo M, Ras T, Cooke R, Brits H. Developing entrustable professional activities for family medicine training in South Africa. S Afr Fam Pract (2004) 2023; 65:e1-e6. [PMID: 36861915 PMCID: PMC9982504 DOI: 10.4102/safp.v65i1.5690] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/01/2022] [Revised: 01/07/2023] [Accepted: 01/09/2023] [Indexed: 02/24/2023] Open
Abstract
Workplace-based assessment (WPBA) is becoming part of high-stake assessments in specialist training. Entrustable professional activities (EPAs) are a recent addition to WPBA. This is the first South African publication on developing EPAs for postgraduate family medicine training. An EPA is a unit of practice, observable in the workplace, constituting several tasks with underlying knowledge, skills and professional behaviours. Entrustable professional activities allow for entrustable decisions regarding competence in a described work context. A national workgroup representing all nine postgraduate training programmes in South Africa has developed 19 EPAs. This new concept needs change management to understand the theory and practice of EPAs. Family medicine departments with large clinical workloads are small, necessitating navigating logistical issues to develop EPAs. It has unmasked existing workplace learning and assessment challenges.Contribution: This article contributes new thinking to developing EPAs for family medicine in an effort to understand more authentic WPBA nationally.
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Affiliation(s)
- Louis S Jenkins
- Department of Family and Emergency Medicine, Faculty of Medicine and Health Sciences, Stellenbosch University, Cape Town, South Africa; and, Primary Health Care Directorate, Department of Family, Community and Emergency Care, Faculty of Health Sciences, University of Cape Town, Cape Town, South Africa; and, Department of Family and Emergency Medicine, George Hospital, Western Cape Department of Health, George.
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Magwenya RH, Ross A. Developing a CPD model for Eswatini-a participatory action research study. BMC MEDICAL EDUCATION 2023; 23:45. [PMID: 36670420 PMCID: PMC9854159 DOI: 10.1186/s12909-023-04016-7] [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: 06/23/2022] [Accepted: 01/10/2023] [Indexed: 06/17/2023]
Abstract
BACKGROUND Continuing professional development (CPD) is a key aspect to fulfil a commitment to lifelong learning for professionals registered with the Medical and Dental Council, the intention being to promote the health of patients and develop clinical expertise. The absence of formal CPD requirements for practitioners in Eswatini has resulted in a move to introduce an accredited system. METHODS The qualitative study followed a participatory action research (PAR) methodology using a cooperative inquiry group of 10 medical practitioners in Eswatini to investigate how the current CPD program could be improved and formalised. PAR entailed four stages; observation, reflection, planning and action, using a semi-structured format to explore the areas of concern. RESULTS Reflecting on the current situation resulted in three ways to improve CPD being identified: (1) adopt a formal, compulsory CPD model; (2) recognise achievements by practitioners who endeavour to improve their skills/knowledge through Entrustable Professional Activities, and (3) ensure that CPD is relevant to the workplace by using Quality-Improvement CPD (QI-CPD) and reflective diaries. These would be done by involving local practitioners, using adult learning principles and ensuring continuous evaluation and improvement of the CPD model. CONCLUSIONS There was general agreement on the need for a formalised CPD system to improve skill levels and provide an open platform to enhance patient care in a resource constrained setting. The findings provided information that can be used to plan and action its implementation through engagement with the country's doctors in various forums and through ongoing research.
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Affiliation(s)
| | - Andrew Ross
- Department Family Medicine, University of KwaZulu Natal, Private Bag 7 Congella 4013, Durban, South Africa
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Feeley AA, Feeley IH, McManus R, Lunn JV, Sheehan E, Merghani K. Evaluating the Impact of Supervision on Surgical Trainees Stress Response During Simulated Surgical Procedures; A Crossover Randomized Trial. JOURNAL OF SURGICAL EDUCATION 2022; 79:1379-1386. [PMID: 35918278 DOI: 10.1016/j.jsurg.2022.07.006] [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: 04/06/2022] [Revised: 06/10/2022] [Accepted: 07/05/2022] [Indexed: 06/15/2023]
Abstract
OBJECTIVE The aim of this study was to evaluate the cumulative impact of supervision on technical skills and surrogate stress markers in surgical trainees. DESIGN This was a quasi-experimental crossover study to evaluate the impact of attending supervision on orthopedic trainee stress response during a simulated surgical procedure. Enrolled residents performed a proximal femoral nail module with the Precision OS system twice; once independently, and once under direct attending supervision, whilst wearing a heart rate monitor. Mean and maximum heart rates were recorded. Simulated performance was assessed using validated simulator-based metrics. Student's t-test was used to evaluate the impact of supervision on trainee heart rate, and performance ranking. SETTING Tertiary trauma center in a Regional Orthopedic Unit PARTICIPANTS: Orthopedic interns and residents within our institution were invited to participate, with 20 participants included for analysis. RESULTS Both supervised and unsupervised mean heart rate was significantly higher (p = 0.001) than baseline recorded heart rates. Supervised mean and maximum HR were significantly higher than unsupervised HR during module completion (p = 0.015; p = 0.001). Calories burned demonstrated correlation to surrogate stress markers, significantly higher in supervised sessions (p = 0.004). Performance metrics demonstrated superior performance in senior-level participants, with a decrement in performance during supervision, failing to reach significance. CONCLUSION The development of accretion of technical and non-technical skills required in surgical training pathways may derive benefit from the use of simulation-based training in surgical residents with both supervised and unsupervised sessions.
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Affiliation(s)
- Aoife A Feeley
- Department of Orthopaedics, Midland Regional Hospital Tullamore, Tullamore, Co. Offaly, Ireland; Royal College of Surgeons Ireland, Dublin, Ireland; School of Medicine, University, College Dublin, Belfield, Dublin, Ireland.
| | - Iain H Feeley
- Department of Orthopaedics, Tallaght University Hospital, Dublin, Ireland
| | | | - John V Lunn
- Department of Orthopaedics, Midland Regional Hospital Tullamore, Tullamore, Co. Offaly, Ireland
| | - Eoin Sheehan
- Department of Orthopaedics, Midland Regional Hospital Tullamore, Tullamore, Co. Offaly, Ireland
| | - Khalid Merghani
- Department of Orthopaedics, Midland Regional Hospital Tullamore, Tullamore, Co. Offaly, Ireland
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Dabbagh A, Fadaeizadeh L, Gharaei B, Ghasemi M, Kamranmanesh M, Khorasanizadeh S, Massoudi N, Mahdavi SA, Memary E, Moshari M, Nashibi M, Sezari P, Vosoughian M. The Role of Entrustable Professional Activities in Competency-based Medical Education for Anesthesiology Residents: A Pilot Phase. Anesth Pain Med 2022; 12:e130176. [PMID: 36937177 PMCID: PMC10016108 DOI: 10.5812/aapm-130176] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2022] [Revised: 10/31/2022] [Accepted: 11/08/2022] [Indexed: 12/26/2022] Open
Abstract
Background After graduation, physicians should be able to provide professional and safe services without the need for supervision by their clinical professors, mandating a competency-based medical education (CBME) approach. Objectives This study aimed to develop a national model of entrustable professional activities (EPAs) based on our experiences in the Department of Anesthesiology and Critical Care (DACC), Shahid Beheshti University of Medical Sciences (SBMU). Methods The primary EPA design plan was designed in a 10-step model as a career roadmap for the project. The texts were prepared according to a consensus-based approach. On the other hand, the texts were reviewed and revised by a broad team of faculty in a daily workshop. Results The final product included 14 topics for EPA as the first round of targeting topics for anesthesiology residents. The texts were developed using previous studies and were standardized considering national standards. Conclusions We described a clear path toward designing and implementing EPAs in anesthesiology residency programs to improve the quality of the graduated residents. Though the basic theory is the same, each country needs its formula for implementing the process.
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Affiliation(s)
- Ali Dabbagh
- Anesthesiology Department, Anesthesiology Research Center, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
- Corresponding Author: Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran.
| | - Lida Fadaeizadeh
- Department of Anesthesiology, School of Medicine, Telemedicine Research Center, National Research Institute of Tuberculosis and Lung Diseases, Dr. Masih Daneshvari Hospital, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Babak Gharaei
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mahshid Ghasemi
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mohammadreza Kamranmanesh
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Shayesteh Khorasanizadeh
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Nilofar Massoudi
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Seyed Alireza Mahdavi
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Elham Memary
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Mohammadreza Moshari
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Masoud Nashibi
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Parissa Sezari
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Maryam Vosoughian
- Anesthesiology Department, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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O'Connor P, Lydon S, Mongan O, Byrne D. Longitudinal survey of self-reported level of entrustment across the first year of clinical practice. HRB Open Res 2022; 5:9. [PMID: 35465129 PMCID: PMC9005985 DOI: 10.12688/hrbopenres.13487.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/13/2022] [Indexed: 11/20/2022] Open
Abstract
Background. Newly graduated medical students often report that they lack the skills required to care for patients, and feel unprepared for clinical practice. However, little is known about when, and if, they acquire these skills in practice. The aim of this study was to assess self-reported level of entrustment in, and frequency of performance of, the seven Entrustable Professional Activities (EPAs) comprising the EPA framework for interns in Ireland. EPAs describe discrete activities that are essential to a particular profession. Methods. Self-report survey data were collected from doctors in the Republic of Ireland during their first year of clinical practice at four different time points during 2020/21. Results. Response rates to the survey varied from 73.3% (126/172) at Time 1 to 25.6% (44/172) at Time 4. After three months, the respondents reported that they could execute all of the EPAs, inclusive of 12 essential procedural skills, with indirect supervision. As the year progressed there was an increase in the proportion of respondents reporting that they performed the EPAs at least once a week. However, the proportion of respondents performing five of the essential procedural skills (e.g. nasogastric tube insertion) remained low across all time points. Conclusion. Consideration should be given as to how to better prepare medical students to execute these EPAs, how the interns can be better supported during the first quarter of internship. The findings from this research are positive. However, there is an urgent need to carry out formal assessments of entrustability, rather than relying on self-report.
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Affiliation(s)
- Paul O'Connor
- General Practice, National University of Ireland, Galway, Galway, Co. Galway, H91 TK33, Ireland
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland, Galway, Galway, Co. Galway, H91 TK33, Ireland
| | - Sinéad Lydon
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland, Galway, Galway, Co. Galway, H91 TK33, Ireland
- School of Medicine, National University of Ireland, Galway, Galway, Co. Galway, H91 TK33, Ireland
| | - Orla Mongan
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland, Galway, Galway, Co. Galway, H91 TK33, Ireland
- School of Medicine, National University of Ireland, Galway, Galway, Co. Galway, H91 TK33, Ireland
| | - Dara Byrne
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland, Galway, Galway, Co. Galway, H91 TK33, Ireland
- School of Medicine, National University of Ireland, Galway, Galway, Co. Galway, H91 TK33, Ireland
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O'Connor P, Lydon S, O'Dowd E, Byrne D. Entrustable professional activities for early health professionals: What's next? MEDICAL EDUCATION 2021; 55:984-986. [PMID: 34181774 DOI: 10.1111/medu.14594] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/04/2021] [Revised: 06/25/2021] [Accepted: 06/26/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Paul O'Connor
- Discipline of General Practice, National University of Ireland Galway, Co. Galway, Ireland
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland Galway, Co. Galway, Ireland
| | - Sinéad Lydon
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland Galway, Co. Galway, Ireland
- School of Medicine, National University of Ireland Galway, Co. Galway, Ireland
| | - Emily O'Dowd
- Discipline of General Practice, National University of Ireland Galway, Co. Galway, Ireland
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland Galway, Co. Galway, Ireland
| | - Dara Byrne
- Irish Centre for Applied Patient Safety and Simulation, National University of Ireland Galway, Co. Galway, Ireland
- School of Medicine, National University of Ireland Galway, Co. Galway, Ireland
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