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Sibtain A, Muhammad Asad KF, Hafsa M, Habib KA, Imran S, Farooq G, Lena J. From Practice to Proficiency: Evaluation of a Novel Workplace-Based Assessment (WBA) in a Postgraduate Chemical Pathology Residency Program in Pakistan. EJIFCC 2024; 35:111-119. [PMID: 39247664 PMCID: PMC11380148] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 09/10/2024]
Abstract
Introduction A workplace-based assessment (WBA) model was implemented in the postgraduate (PG) residency program of Chemical Pathology at the Department of Pathology & Laboratory Medicine, Aga Khan University (AKU). PGs were assessed using direct observation of practical skills (DOPS), evaluation of clinical events (ECE) and case-based discussion (CBD) on a virtual learning environment (VLE) platform. Objectives To evaluate WBA frequency, case mix, feedback, and satisfaction levels of faculty and PGs of Chemical Pathology at AKU. Methods Data from January 2019 to June 2023 was assessed. Tool utilization and case mix frequencies were calculated. PG and faculty satisfaction levels, as well as feedback and discussion time, were averaged. A thematic analysis was conducted on descriptive comments. Results Out of 911 WBAs attempted, 79.1% (n=730) were CBDs, 10.8% (n=98) were DOPS, and 9.1% (n=83) were ECEs, showing a well-distributed case mix. Average satisfaction levels for CBD, ECE, and DOPS among both PGs and faculty were 8.38, 8.48, and 8.59, and 8.20, 8.36, and 8.46, respectively. Faculty feedback averaged 8.40, 8.65, and 7.85 minutes for CBD, ECE, and DOPS, respectively. Discussion times averaged 9.37, 9.52, and 13.36 minutes for CBD, ECE, and DOPS, respectively. Suggestions for development were noted in 20.82% (n=225) of CBDs, 21.69% (n=18) of ECEs, and 16.32% (n=16) of DOPS. Positives were documented in 40% (n=292) of CBDs, 28.92% (n=24) of ECEs, and 7.14% (n=7) of DOPS. Conclusion This study evaluated a web-based WBA model in chemical pathology training, suggesting its applicability in diverse pathology specialties and regional training programs.
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Affiliation(s)
- Ahmed Sibtain
- Section of Chemical Pathology, Department of Pathology and Laboratory Medicine, Aga Khan University, Karachi, Pakistan
| | - Khan Fatima Muhammad Asad
- Section of Chemical Pathology, Department of Pathology and Laboratory Medicine, Aga Khan University, Karachi, Pakistan
| | - Majid Hafsa
- Section of Chemical Pathology, Department of Pathology and Laboratory Medicine, Aga Khan University, Karachi, Pakistan
| | - Khan Aysha Habib
- Section of Chemical Pathology, Department of Pathology and Laboratory Medicine, Aga Khan University, Karachi, Pakistan
| | - Siddiqui Imran
- Section of Chemical Pathology, Department of Pathology and Laboratory Medicine, Aga Khan University, Karachi, Pakistan
| | - Ghani Farooq
- Section of Chemical Pathology, Department of Pathology and Laboratory Medicine, Aga Khan University, Karachi, Pakistan
| | - Jafri Lena
- Section of Chemical Pathology, Department of Pathology and Laboratory Medicine, Aga Khan University, Karachi, Pakistan
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Arunachalam S, Pau A, Nadarajah VD, Babar MG, Samarasekera DD. Entrustable professional activities in undergraduate dental education: A practical model for development and validation. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:332-342. [PMID: 35484781 DOI: 10.1111/eje.12809] [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: 02/21/2021] [Revised: 02/02/2022] [Accepted: 04/24/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE Entrustable professional activities (EPAs) are tasks that a person who is qualified or is in the process to be credentialed are allowed to engage. There are several levels of entrustment based on degrees of supervision assigned to each EPA. This paper aims to describe the process and outcome of creating EPAs; validate EPAs relevant to undergraduate dental training. METHODS A draft set of EPA statements was developed based on the consensus of an expert panel. These were then mapped to the nationally determined minimum experience thresholds (clinical and procedural experiences/competencies) and aligned to task-based instructional strategy. The EPAs were validated to improve the relevance by using a criterion-based rubric. RESULTS An end-to-end process workflow led to the development of an EPA-based educational framework to bridge the gaps in the curriculum. The process identified a total of 41 EPAs and out of which, 10 EPAs were notated as core EPAs and will be subjected to structured workplace-based assessment complying to the national standards. The validation exercise rated core EPAs with an overall score matching close to the cut-off of 4.07 (Equal rubric). CONCLUSION The end-to-end process workflow provided the opportunity to elaborate a structured process for the development of EPAs for undergraduate dental education. As validation is a continuous process, feedback from implementation will inform the next steps.
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Affiliation(s)
| | - Allan Pau
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
| | - Vishna Devi Nadarajah
- Pro Vice Chancellor, Education & Institutional Development, International Medical University, Kuala Lumpur, Malaysia
| | - Muneer Gohar Babar
- School of Dentistry, International Medical University, Kuala Lumpur, Malaysia
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Looi JC, Bonner D, Maguire PA, Brazel M, Keightley P, Reay RE, Tedeschi M. Commentary on alignment of medical student assessment and vocational training in psychiatry and addiction medicine. Australas Psychiatry 2023; 31:220-223. [PMID: 36710072 PMCID: PMC10088331 DOI: 10.1177/10398562231153010] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/31/2023]
Abstract
OBJECTIVE To comment upon the potential for alignment of medical student assessment and vocational specialist training through the RANZCP-CanMEDS model of Entrustable Professional Activities (EPAs) and Workplace-Based Assessments (WBAs). We discuss a specific post hoc example of such an alignment in an Australian graduate medical school in Psychiatry and Addiction Medicine. CONCLUSIONS Vocational training models of assessment, such as the RANZCP specialist training program for psychiatrists, can potentially be mapped to medical student education in formative and summative assessment through CanMEDs-based EPAs and WBAs, to assist in transition to specialist training.
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Affiliation(s)
- Jeffrey Cl Looi
- Academic Unit of Psychiatry and Addiction Medicine, 104822The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, ACT, Australia
| | - Daniel Bonner
- Academic Unit of Psychiatry and Addiction Medicine, 104822The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, ACT, Australia
| | - Paul A Maguire
- Academic Unit of Psychiatry and Addiction Medicine, 104822The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, ACT, Australia
| | - Matthew Brazel
- Academic Unit of Psychiatry and Addiction Medicine, 104822The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, ACT, Australia
| | - Philip Keightley
- Academic Unit of Psychiatry and Addiction Medicine, 104822The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, ACT, Australia
| | - Rebecca E Reay
- Academic Unit of Psychiatry and Addiction Medicine, 104822The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, ACT, Australia
| | - Michael Tedeschi
- Academic Unit of Psychiatry and Addiction Medicine, 104822The Australian National University School of Medicine and Psychology, Canberra Hospital, Canberra, ACT, Australia
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Matsuzaka Y, Taniho K, Maeda K, Sakai S, Michitsuji T, Ozono E, Morimoto Y, Kinoshita H, Matsushima K, Hamada H, Imamura A, Kumazaki H, Ozawa H. Subjective achievement from psychiatry rotation in the Japanese postgraduate residency system: a longitudinal questionnaire study. BMC MEDICAL EDUCATION 2022; 22:646. [PMID: 36030203 PMCID: PMC9419334 DOI: 10.1186/s12909-022-03712-0] [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: 06/13/2022] [Accepted: 08/24/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Psychiatry rotation has been mandatory in the Japanese postgraduate residency system since 2020. Some psychiatry-related competency items are stipulated as mandatory for residents. The current study aimed to clarify whether psychiatry rotation affected residents' subjective achievement of these competency items. METHODS This longitudinal study was conducted among postgraduate residents who completed a rotation in the psychiatry department at Nagasaki University Hospital across two academic years (2020-2021). The survey was administered at the start and at the end of the psychiatry rotation. Residents evaluated their subjective understanding and confidence regarding initiating treatment for these competency items using a six-point Likert scale. The average scores for each item were compared between pre-rotation and post-rotation. RESULTS In total, 99 residents (91.7%) responded to this survey. Residents had significantly higher scores at post-rotation compared with pre-rotation in all psychiatry-related competency items in both subjective understanding and confidence in initiating treatment. Additionally, strong effect sizes were found for many items. CONCLUSION Residents improved learning about psychiatry-related competency items through psychiatry rotation. This finding suggests that it is reasonable for psychiatry rotation to be mandatory in the current Japanese postgraduate residency system. The importance of psychiatry is likely to increase in both undergraduate and postgraduate medical education in the future. It is necessary to continuously update educational strategies to meet changing social needs over time. As this study was conducted at a single institution, a multi-center study is needed to expand the current findings.
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Affiliation(s)
- Yusuke Matsuzaka
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences, 1-7-1 Sakamoto, Nagasaki city, 852-8501, Japan.
- Medical Education Development Center, Nagasaki University Hospital, Nagasaki city, Japan.
| | - Koichi Taniho
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences, 1-7-1 Sakamoto, Nagasaki city, 852-8501, Japan
| | - Kengo Maeda
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences, 1-7-1 Sakamoto, Nagasaki city, 852-8501, Japan
| | - Shintaro Sakai
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences, 1-7-1 Sakamoto, Nagasaki city, 852-8501, Japan
| | - Toru Michitsuji
- Medical Education Development Center, Nagasaki University Hospital, Nagasaki city, Japan
| | - Eriko Ozono
- Medical Education Development Center, Nagasaki University Hospital, Nagasaki city, Japan
| | - Yoshiro Morimoto
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences, 1-7-1 Sakamoto, Nagasaki city, 852-8501, Japan
| | - Hirohisa Kinoshita
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences, 1-7-1 Sakamoto, Nagasaki city, 852-8501, Japan
- Health Center, Nagasaki University, Nagasaki city, Japan
| | - Kayoko Matsushima
- Medical Education Development Center, Nagasaki University Hospital, Nagasaki city, Japan
| | - Hisayuki Hamada
- Medical Education Development Center, Nagasaki University Hospital, Nagasaki city, Japan
| | - Akira Imamura
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences, 1-7-1 Sakamoto, Nagasaki city, 852-8501, Japan
- Department of Occupational Therapy Sciences, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki city, Japan
| | - Hirokazu Kumazaki
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences, 1-7-1 Sakamoto, Nagasaki city, 852-8501, Japan
- Department of Future Mental Health Sciences, Nagasaki University Graduate School of Biomedical Sciences, Nagasaki city, Japan
| | - Hiroki Ozawa
- Department of Neuropsychiatry, Nagasaki University Graduate School of Biomedical Sciences, 1-7-1 Sakamoto, Nagasaki city, 852-8501, Japan
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Lenouvel E, Lornsen F, Schüpbach B, Mattson J, Klöppel S, Pinilla S. Evidence-oriented teaching of geriatric psychiatry: a narrative literature synthesis and pilot evaluation of a clerkship seminar. GMS JOURNAL FOR MEDICAL EDUCATION 2022; 39:Doc20. [PMID: 35692363 PMCID: PMC9174071 DOI: 10.3205/zma001541] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Revised: 11/22/2021] [Accepted: 02/09/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION The field of geriatric psychiatry has in recent decades developed into an independent discipline, incorporating elements of psychiatry, neurology and internal medicine. In view of demographic changes, this field is becoming increasingly relevant for primary care and undergraduate medical training. So far, however, there is little educational guidance for instructional design of geriatric psychiatry in undergraduate medical education. PROJECT DESCRIPTION A narrative literature review of medical education studies in the field of geriatric psychiatry was conducted. Student evaluations of a geriatric psychiatry clerkship seminar were analyzed, followed by a target group analysis. Results informed the iterative development of new clerkship seminar content and structure. This was implemented and evaluated over several academic cycles. Learning material was made available via the open-source learning management system "ILIAS". RESULTS A total of 29 medical education articles were identified and evaluated. The previous seminar in geriatric psychiatry at our university hospital was rated below average (Likert item overall rating of 4.3/6 compared to other seminars with an average overall rating of 5.2, p<0.001). An evidence-oriented revision of the content and instructional design was implemented. Activation of learners, self-reference effect, and audience questioning were used during the lecture. Additionally, two geriatric psychiatry case scenarios were adapted for discussion. We saw continuous improvement of student evaluations of the revised course, reaching a rating improvement of 5.3 out of 6 (p<0.01, U=135.5 Cohen's d=1.28). CONCLUSION A systematic approach was used to develop a geriatric psychiatry clerkship seminar, based on medical education evidence, for undergraduate medical students, resulting in better student evaluations. The teaching materials can be adapted for local implementation at other teaching hospitals. Future studies should also explore effects regarding higher learning outcomes.
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Affiliation(s)
- Eric Lenouvel
- University of Bern, University Hospital of Old Age Psychiatry and Psychotherapy, Bern, Switzerland
| | - Finn Lornsen
- University of Bern, University Hospital of Old Age Psychiatry and Psychotherapy, Bern, Switzerland
| | - Brigitte Schüpbach
- University of Bern, University Hospital of Old Age Psychiatry and Psychotherapy, Bern, Switzerland
| | - Janet Mattson
- Karolinska Institute, LIME, Department of Learning, Informatics, Management and Ethics, Solna, Sweden
| | - Stefan Klöppel
- University of Bern, University Hospital of Old Age Psychiatry and Psychotherapy, Bern, Switzerland
| | - Severin Pinilla
- University of Bern, University Hospital of Old Age Psychiatry and Psychotherapy, Bern, Switzerland
- University of Bern, Institute for Medical Education, Department for Assessment and Evaluation, Bern, Switzerland
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