Entrustable Professional Activities for simulation faculty?! A novel approach to standardizing mentorship and faculty development for healthcare simulation programs
Bibliographic record
Abstract
Simulation-based education (SBE) literature emphasizes debriefing frameworks, with little discussion on developing SBE competencies. Introduced in 2005 by the Royal College of Physicians and Surgeons of Canada, Entrustable Professional Activities (EPAs) offer a robust curriculum development and assessment process for workplace-based assessments. There is paucity of literature on EPAs related to simulation and how simulation faculty move from novice to independent practice. The objective of this curricular innovation project was to develop standardized EPAs and milestones to assess the independence of simulation faculty by the end of mentorship. Using a modified Delphi technique, the team identified expert faculty to rate the level of importance for each EPA and milestone. Five EPAs were identified: Technology; Scenario Design; Simulation Facilitation; Prebriefing and Debriefing. EPAs provide a structured framework for tracking progress, targeting areas for formative feedback and offering opportunities for advancements and transformation of faculty development for simulation programs.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".