Validity evidence for endoscopic ultrasound competency assessment tools: Systematic review

被引：0

作者：

Ceccacci, Alessandra ^{[1
]}

Hothi, Harneet ^{[2
]}

Khan, Rishad ^{[3
]}

Gimpaya, Nikko ^{[4
]}

Chan, Brian P. H. ^{[1
,3
,5
]}

Forbes, Nauzer ^{[6
]}

James, Paul ^{[1
,3
,7
]}

Low, Daniel Jeffry ^{[1
,3
,5
]}

Mosko, Jeffrey ^{[1
,3
,8
,9
]}

Yeung, Elaine T. ^{[1
,3
,5
]}

Walsh, Catharine M. ^{[10
,11
,12
,13
]}

Grover, Samir C. ^{[1
,3
,4
,5
]}

机构：

[1] Univ Toronto, Dept Med, Toronto, ON, Canada

[2] Univ Toronto, Temerty Fac Med, Toronto, ON, Canada

[3] Univ Toronto, Div Gastroenterol & Hepatol, Toronto, ON, Canada

[4] Scarborough Hlth Network, Scarborough Hlth Network Res Inst, Scarborough, ON, Canada

[5] Scarborough Hlth Network, Div Gastroenterol, Scarborough, ON, Canada

[6] Univ Calgary, Div Gastroenterol & Hepatol, Calgary, AB, Canada

[7] Univ Hlth Network, Div Gastroenterol, Toronto, ON, Canada

[8] St Michaels Hosp, Div Gastroenterol, Toronto, ON, Canada

[9] Li Ka Shing Knowledge Inst, Unity Hlth Toronto, Toronto, ON, Canada

[10] Hosp Sick Children, Dept Paediat, Div Gastroenterol Hepatol & Nutr, Toronto, ON, Canada

[11] Hosp Sick Children, Res & Learning Inst, Toronto, ON, Canada

[12] Univ Toronto, Temerty Fac Med, Dept Pediat, Toronto, ON, Canada

[13] Univ Toronto, Wilson Ctr, Temerty Fac Med, Toronto, ON, Canada

来源：

ENDOSCOPY INTERNATIONAL OPEN | 2024年 / 12卷 / 12期

关键词：

Endoscopic ultrasonography; Quality and logistical aspects; Training; Performance and complications; MEDICAL-EDUCATION; TECHNICAL SKILLS; LEARNING-CURVES; EUS; ULTRASONOGRAPHY; PERFORMANCE; VALIDATION; TRAINEES; QUALITY;

D O I：

10.1055/a-2465-7283

中图分类号：

R57 [消化系及腹部疾病];

学科分类号：

摘要：

Background and study aims Competent endoscopic ultrasound (EUS) performance requires a combination of technical, cognitive, and non-technical skills. Direct observation assessment tools can be employed to enhance learning and ascertain clinical competence; however, there is a need to systematically evaluate validity evidence supporting their use. We aimed to evaluate the validity evidence of competency assessment tools for EUS and examine their educational utility. Methods We systematically searched five databases and gray literature for studies investigating EUS competency assessment tools from inception to May 2023. Data on validity evidence across five domains (content, response process, internal structure, relations to other variables, and consequences) were extracted and graded (maximum score 15). We evaluated educational utility using the Accreditation Council for Graduate Medical Education framework and methodological quality using the Medical Education Research Quality Instrument (MERSQI). Results From 2081 records, we identified five EUS assessment tools from 10 studies. All tools are formative assessments intended to guide learning, with four employed in clinical settings. Validity evidence scores ranged from 3 to 12. The EUS and ERCP Skills Assessment Tool (TEESAT), Global Assessment of Performance and Skills in EUS (GAPS-EUS), and the EUS Assessment Tool (EUSAT) had the strongest validity evidence with scores of 12, 10, and 10, respectively. Overall educational utility was high given ease of tool use. MERSQI scores ranged from 9.5 to 12 (maximum score 13.5). Conclusions The TEESAT, GAPS-EUS, and EUSAT demonstrate strong validity evidence for formative assessment of EUS and are easily implemented in educational settings to monitor progress and support learning.

引用

页码：E1465 / E1475

页数：11

共 31 条

[11] GAPS-EUS: a new and reliable too or the assessment of basic skills and performance in EUS among endosonography trainees [J].