Evaluation of a Faculty Coach Pilot Program to Teach and Assess Entrustable Professional Activities and Reflective Learning in Medical Students

被引：0

作者：

Phatak U.P. ^{[1
]}

Encandela J. ^{[1
,2
]}

Kashaf S. ^{[1
,3
]}

Casper S. ^{[1
,2
]}

Loomis C. ^{[1
,2
]}

Green M. ^{[1
,2
]}

机构：

[1] School of Medicine, Yale University, 333 Cedar Street, LMP 4091B, PO Box 208064, New Haven, 06520, CT

[2] VA Connecticut Primary Care, 950 Campbell Avenue, West Haven, CT

来源：

Medical Science Educator | 2018年 / 28卷 / 4期

关键词：

Entrustable professional activities; Faculty coach; Feedback; Reflective learning;

D O I：

10.1007/s40670-018-0625-3

中图分类号：

学科分类号：

摘要：

Objective: Entrustable professional activities (EPAs) have emerged as a construct to operationalize competency-based medical education. In a programmatic pilot, we assessed the feasibility and effectiveness of faculty coaches for assessing EPAs and facilitating reflective learning in medical students. Methods: Four faculty coaches were provided dedicated time and training. Students on the “Women’s and Children’s Health” and “Medical Approach to the Patient” clerkships met with coaches biweekly. Coaches confidentially observed, assessed, and offered feedback on four EPAs. The coaches also reviewed the students’ guided self-assessments and reflections. Qualitative data was collected using focus groups and structured interviews of students, coaches, clerkship directors, and staff. Student outcomes were compared between students who received and did not receive coaching. Students’ reflective learning was assessed with the Reflection-in-Learning scale (RILs) and clinical skills were assessed with an objective structured clinical exam (OSCE). Results: One hundred-seventy-eight medical students received coaching. Students found feedback effective, appreciated the confidentiality and did not experience interference with their clerkships. RILs significantly improved in students who received coaching as compared to students who did not receive coaching. No significant differences were observed in the OSCE. Conclusions: A faculty coach program in clinical clerkships was feasible, well-received, and improved reflective learning. © 2018, International Association of Medical Science Educators.

引用

页码：721 / 728

页数：7

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