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A Mixed Methods Evaluation of the Reliability and Validity of an Entrustable Professional Activities-Based System for Assessing the Clinical Competence of Medical Students
A Mixed Methods Evaluation of the Reliability and Validity of an Entrustable Professional Activities-Based System for Assessing the Clinical Competence of Medical Students
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152011
- ISBN
- 9798383228616
- DDC
- 379.1
- 서명/저자
- A Mixed Methods Evaluation of the Reliability and Validity of an Entrustable Professional Activities-Based System for Assessing the Clinical Competence of Medical Students
- 발행사항
- [Sl] : University of Minnesota, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 211 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Yeh, Stuart.
- 학위논문주기
- Thesis (Ph.D.)--University of Minnesota, 2024.
- 초록/해제
- 요약Introduction: The question of how to assess the clinical competence of medical students has posed a challenge throughout the history of the field. Entrustable Professional Activities (EPAs) describe discrete activities that can be assessed in the workplace by a preceptor, who indicates the degree to which they "entrust" the student to perform the activity. Recently, the University of Minnesota Medical School (UMMS) implemented a system based on the Core Entrustable Professional Activities for Entering Residency (Core-EPAs) to assess the clinical skills of third-year medical students during their clinical clerkships. The purpose of this study was to evaluate the validity and reliability of this system, using quantitative data, qualitative data, and the integration of the two.Method: This study employed a two-phase, sequential explanatory mixed methods design to obtain evidence regarding the reliability, predictive validity, construct validity, and face validity of the Core-EPA system. Quantitative EPA assessment data from AY 22-23 were analyzed via interrater agreement analysis, linear regression modeling to predict scores on an Objective Structured Clinical Examination (OSCE), and growth curve modeling. A purposive sample of eight students was selected from the quantitative data to describe their experiences via semi-structured interviews. The qualitative data were analyzed using a Reflexive Thematic Analysis framework.Results: The interrater reliability analysis found that levels of interrater agreement were acceptable given the complexity of the clinical context (47.35% or 69.40% depending on the definition of interrater agreement), but with room for improvement. The linear regression analysis did not find convincing evidence that EPA ratings are predictive of OSCE scores. The growth curve analysis found that growth curves aligned with those expected by learning curve theory. The qualitative analysis generated five themes and two subthemes describing students' experiences with the Core-EPA system, their perspectives on its validity and reliability including factors that contribute to those dimensions, and comparisons between the Core-EPA system and OSCEs.Discussion: The findings of this study indicate that the Core-EPA system holds promise as a tool for assessing the clinical competence of medical students. Recommendations, limitations of the study, and ideas for next steps are described.
- 일반주제명
- Educational evaluation
- 일반주제명
- Health education
- 일반주제명
- Higher education
- 키워드
- Assessment
- 키워드
- Evaluation
- 키워드
- Reliability
- 기타저자
- University of Minnesota Organizational Leadership Policy and Development
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■00520250211152011
■006m o d
■007cr#unu||||||||
■020 ▼a9798383228616
■035 ▼a(MiAaPQ)AAI31331230
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a379.1
■1001 ▼aGauer, Jacqueline L.
■24512▼aA Mixed Methods Evaluation of the Reliability and Validity of an Entrustable Professional Activities-Based System for Assessing the Clinical Competence of Medical Students
■260 ▼a[Sl]▼bUniversity of Minnesota▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a211 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Yeh, Stuart.
■5021 ▼aThesis (Ph.D.)--University of Minnesota, 2024.
■520 ▼aIntroduction: The question of how to assess the clinical competence of medical students has posed a challenge throughout the history of the field. Entrustable Professional Activities (EPAs) describe discrete activities that can be assessed in the workplace by a preceptor, who indicates the degree to which they "entrust" the student to perform the activity. Recently, the University of Minnesota Medical School (UMMS) implemented a system based on the Core Entrustable Professional Activities for Entering Residency (Core-EPAs) to assess the clinical skills of third-year medical students during their clinical clerkships. The purpose of this study was to evaluate the validity and reliability of this system, using quantitative data, qualitative data, and the integration of the two.Method: This study employed a two-phase, sequential explanatory mixed methods design to obtain evidence regarding the reliability, predictive validity, construct validity, and face validity of the Core-EPA system. Quantitative EPA assessment data from AY 22-23 were analyzed via interrater agreement analysis, linear regression modeling to predict scores on an Objective Structured Clinical Examination (OSCE), and growth curve modeling. A purposive sample of eight students was selected from the quantitative data to describe their experiences via semi-structured interviews. The qualitative data were analyzed using a Reflexive Thematic Analysis framework.Results: The interrater reliability analysis found that levels of interrater agreement were acceptable given the complexity of the clinical context (47.35% or 69.40% depending on the definition of interrater agreement), but with room for improvement. The linear regression analysis did not find convincing evidence that EPA ratings are predictive of OSCE scores. The growth curve analysis found that growth curves aligned with those expected by learning curve theory. The qualitative analysis generated five themes and two subthemes describing students' experiences with the Core-EPA system, their perspectives on its validity and reliability including factors that contribute to those dimensions, and comparisons between the Core-EPA system and OSCEs.Discussion: The findings of this study indicate that the Core-EPA system holds promise as a tool for assessing the clinical competence of medical students. Recommendations, limitations of the study, and ideas for next steps are described.
■590 ▼aSchool code: 0130.
■650 4▼aEducational evaluation
■650 4▼aEducational tests & measurements
■650 4▼aHealth education
■650 4▼aHigher education
■653 ▼aAssessment
■653 ▼aEvaluation
■653 ▼aReliability
■653 ▼aPredictive validity
■653 ▼aEntrustable Professional Activities
■690 ▼a0443
■690 ▼a0288
■690 ▼a0680
■690 ▼a0745
■71020▼aUniversity of Minnesota▼bOrganizational Leadership, Policy, and Development.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0130
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162429▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
