A systematic review on entrustable professional activities in clerkships during undergraduate medical education - preliminary results
Notice bibliographique
Résumé
Background: We conducted a systematic review in order to identify the available evidence in the field of designing clerkship curricula based on entrustable professional activities (EPAs) in undergraduate medical education (UME) (ten Cate et al. 2015). Further aims of the review were to clarify key strategies to implement EPA-based clerkship curricula and to examine the emerging evidence in the early phase of introducing EPAs in UME. The results are considered relevant for planning future research and clinical teaching activities in this medical education field.Summary of Work: We searched PubMed, Embase, Cochrane Library, ERIC,PsycINFO, Scopus, Web of Science and all Ovid journals for articles reporting qualitative and quantitative research as well as conceptual and curriculum development reports on entrustable professional activities in clerkships during undergraduate medical education until 15th January 2019. We based our review method on the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) (Moher et al. 2009).Summary of Results:2,026 records were screened after database searching. A total of 27 articles were included in the systematic review. Three countries (Canada, USA, Switzerland) have developed discrete sets of EPAs for UME. The included articles investigated assessment strategies of EPAs, EPA-based curriculum development, and educational outcomes of EPA-based curricula. 30.7% of studies were specialty specific research reports.Discussion and Conclusions:In addition to EPA-based curricula covering all years of medical school, several clinical specialties are starting to integrate EPAs in their clerkship curricula. Currently there are only preliminary data for few EPAs with regards to educational outcomes. However, there is a growing body of evidence indicating that EPAs can be effectively used for undergraduate medical education and serve asa basis for internationally comparable competency-based curricula.Take-home Messages: There is limited but increasing evidence, that EPAs have a positive impact on educational outcomes in undergraduate medical education. Further research is needed to understand how educational resources should be allocated in order to develop efficient and effective EPA-based curricula spanning the learning trajectory from classroom to bedside in different specialties in undergraduate medical education.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,002 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».