A knowledge, attitude and practice survey on the entrustable professional activities of general practitioner residents by clinical teachers in the context of medical-educational collaboration_Chinese Journal of Evidence-Based Medicine

Authors：

WEI Xing ¹ , WANG Hongjian ² ,  WANG Xingyue ^3,4 , BAO Ji ³ , CHEN Shuling ⁵

1. Molecular and Translational Medicine Laboratory, West China Institutes for Women and Children’s Health, West China Second University Hospital, Sichuan University, Chengdu 610041, P. R. China;
2. West China School of Public Health, Sichuan University/West China Fourth Hospital, Sichuan University, Chengdu 610041, P. R. China;
3. Department of Post Graduate Students, West China School of Medicine, Sichuan University/West China Hospital, Sichuan University, Chengdu 610041, P. R. China;
4. Public Health Comprehensive Clinical Center of Sichuan Province (Under Construction), Chengdu 610000, P. R. China;
5. Chinese Medical Doctor Association, Beijing 10071, P. R. China;

Corresponding author：

WANG Xingyue, Email: wangxingyue@wchscu.cn

Keywords：

General practitioner resident; Professional master's degree student; Clinical preceptor; Mentor; Entrustable professional activities (EPAs); Teaching evaluation

DOI：

10.7507/1672-2531.202303205

Video：

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Objective This study aimed to explore the characteristics and deficiencies of the current standardized training evaluation system for general practitioners (including professional master’s degrees), analyze the awareness and attitudes of teaching physicians toward entrustable professional activities (EPAs), and to explore feasible solutions for establishing an EPAs evaluation and assessment system for general practitioners in training. Methods This study used a questionnaire survey to investigate 158 clinical teaching professionals, analyzed the current status of the standardized training evaluation system for general practitioners, and explored the level of understanding and opinions of teaching physicians on EPAs. Results Currently, there were many assessments for trained general practitioner residents, but there were problems with excessive formalization, single assessment methods, and a focus on written assessments. The recognition rate of EPAs among preceptors before training was only 15.9%, which increased to 71.51% after training. The EPA system could improve understanding and facilitate rapid implementation in the short term (P<0.001). While recognizing the concept of EPAs, preceptors also suggested simplifying the EPA system. Conclusion To address the shortcomings of the current standardized training evaluation system for general practitioners, targeted work should be carried out to design EPAs for professional confidence behaviors. A concise and practical EPAs evaluation system should be established for general practitioners. In addition, teaching staff should be trained and educated on EPAs to improve their teaching competence and ensure the output of general medical education.

Citation： WEI Xing, WANG Hongjian, WANG Xingyue, BAO Ji, CHEN Shuling. A knowledge, attitude and practice survey on the entrustable professional activities of general practitioner residents by clinical teachers in the context of medical-educational collaboration. Chinese Journal of Evidence-Based Medicine, 2023, 23(10): 1212-1217. doi: 10.7507/1672-2531.202303205 Copy

1.	Guerrero APS, Beresin EV, Balon R, et al. The competency movement in psychiatric education. Acad Psychiatry, 2017, 41(3): 312-314.
2.	齐心. 置信职业行为与住院医师胜任力关系探讨. 中华医学教育杂志, 2020, 40(4): 306-310.
3.	ten Cate O. Entrustability of professional activities and competency-based training. Med Educ, 2005, 39(12): 1176-1177.
4.	Moore J, Hawkins-Walsh E. Evaluating nurse practitioner student competencies: application of entrustable professional activities. J Nurs Educ, 2020, 59(12): 714-720.
5.	李丽丽, 谢娜, 邓建中. 可信赖式专业活动在神经内科住院医师规范化培训的应用. 中国现代医生, 2021, 59(21): 158-161.
6.	Shaughnessy AF, Sparks J, Cohen-Osher M, et al. Entrustable professional activities in family medicine. J Grad Med Educ, 2013, 5(1): 112-118.
7.	Schultz K, Griffiths J, Lacasse M. The application of entrustable professional activities to inform competency decisions in a family medicine residency program. Acad Med, 2015, 90(7): 888-897.
8.	Ingham G, Plastow K, Kippen R, et al. A 'call for help' list for Australian general practice registrars. Aust J Gen Pract, 2020, 49(5): 280-287.
9.	杜妍蓉, 陈彦桦, 王培成, 等. 置信职业行为在全科医学领域的应用现状与展望. 中国全科医学, 2022, 25(19): 2307-2314.
10.	路孝琴, 杜娟, 武艳, 等. 构建我国长期可持续发展的全科医生培养体系. 医学教育管理, 2020, 6(3): 231-238.
11.	陈蕊, 刘碧波, 吴戈, 等. 我国全科医学教育现状与发展对策探索. 医学教育研究与实践, 2018, 26(1): 28-31, 49.
12.	Wang W. Medical education in China: progress in the past 70 years and a vision for the future. BMC Med Educ, 2021, 21(1): 453.
13.	张君君, 魏华林, 陈声宇. 全科医学科住院医师规范化培训结业考核体系的构建与实施分析. 中国毕业后医学教育, 2022, 6(4): 298-301, 306.
14.	胡晓雷. 医院不同职称的护理管理人员对规范化培训的需求调查. 中医药管理杂志, 2019, 27(3): 33-35.
15.	李珊, 齐建光, 齐心, 等. 基于置信职业行为的儿科住院医师形成性评价体系的构建探索. 中国毕业后医学教育, 2021, 5(3): 193-196, 201.
16.	郑雪冰, 宋继红, 方艳, 等. 置信职业行为在医学领域的应用基础. 中国高等医学教育, 2023, (3): 11-13.
17.	Giddens JF, Lauzon-Clabo L, Morton PG, et al. Re-envisioning clinical education for nurse practitioner programs: themes from a national leaders' dialogue. J Prof Nurs, 2014, 30(3): 273-278.
18.	Broussenko M, Burns S, Leung FH, et al. Can teachers distinguish competencies from entrustable professional activities? PRiMER, 2019, 3: 19.
19.	El-Haddad C, Damodaran A, McNeil HP, et al. The ABCs of entrustable professional activities: an overview of 'entrustable professional activities' in medical education. Intern Med J, 2016, 46(9): 1006-1010.
20.	Ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ, 2013, 5(1): 157-158.

1. Guerrero APS, Beresin EV, Balon R, et al. The competency movement in psychiatric education. Acad Psychiatry, 2017, 41(3): 312-314.
2. 齐心. 置信职业行为与住院医师胜任力关系探讨. 中华医学教育杂志, 2020, 40(4): 306-310.
3. ten Cate O. Entrustability of professional activities and competency-based training. Med Educ, 2005, 39(12): 1176-1177.
4. Moore J, Hawkins-Walsh E. Evaluating nurse practitioner student competencies: application of entrustable professional activities. J Nurs Educ, 2020, 59(12): 714-720.
5. 李丽丽, 谢娜, 邓建中. 可信赖式专业活动在神经内科住院医师规范化培训的应用. 中国现代医生, 2021, 59(21): 158-161.
6. Shaughnessy AF, Sparks J, Cohen-Osher M, et al. Entrustable professional activities in family medicine. J Grad Med Educ, 2013, 5(1): 112-118.
7. Schultz K, Griffiths J, Lacasse M. The application of entrustable professional activities to inform competency decisions in a family medicine residency program. Acad Med, 2015, 90(7): 888-897.
8. Ingham G, Plastow K, Kippen R, et al. A 'call for help' list for Australian general practice registrars. Aust J Gen Pract, 2020, 49(5): 280-287.
9. 杜妍蓉, 陈彦桦, 王培成, 等. 置信职业行为在全科医学领域的应用现状与展望. 中国全科医学, 2022, 25(19): 2307-2314.
10. 路孝琴, 杜娟, 武艳, 等. 构建我国长期可持续发展的全科医生培养体系. 医学教育管理, 2020, 6(3): 231-238.
11. 陈蕊, 刘碧波, 吴戈, 等. 我国全科医学教育现状与发展对策探索. 医学教育研究与实践, 2018, 26(1): 28-31, 49.
12. Wang W. Medical education in China: progress in the past 70 years and a vision for the future. BMC Med Educ, 2021, 21(1): 453.
13. 张君君, 魏华林, 陈声宇. 全科医学科住院医师规范化培训结业考核体系的构建与实施分析. 中国毕业后医学教育, 2022, 6(4): 298-301, 306.
14. 胡晓雷. 医院不同职称的护理管理人员对规范化培训的需求调查. 中医药管理杂志, 2019, 27(3): 33-35.
15. 李珊, 齐建光, 齐心, 等. 基于置信职业行为的儿科住院医师形成性评价体系的构建探索. 中国毕业后医学教育, 2021, 5(3): 193-196, 201.
16. 郑雪冰, 宋继红, 方艳, 等. 置信职业行为在医学领域的应用基础. 中国高等医学教育, 2023, (3): 11-13.
17. Giddens JF, Lauzon-Clabo L, Morton PG, et al. Re-envisioning clinical education for nurse practitioner programs: themes from a national leaders' dialogue. J Prof Nurs, 2014, 30(3): 273-278.
18. Broussenko M, Burns S, Leung FH, et al. Can teachers distinguish competencies from entrustable professional activities? PRiMER, 2019, 3: 19.
19. El-Haddad C, Damodaran A, McNeil HP, et al. The ABCs of entrustable professional activities: an overview of 'entrustable professional activities' in medical education. Intern Med J, 2016, 46(9): 1006-1010.
20. Ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ, 2013, 5(1): 157-158.

Chinese Journal of Evidence-Based Medicine

A knowledge, attitude and practice survey on the entrustable professional activities of general practitioner residents by clinical teachers in the context of medical-educational collaboration

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