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How an EPA-based curriculum supports professional identity formation

BACKGROUND: Entrustable professional activities (EPAs) are widely used in medical education, and they might be an important incentive to stimulate professional identity formation (PIF) of medical students, by actively encouraging participation in the workplace. The goal of this study was to explore...

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Autores principales: Bremer, Anne E., van de Pol, Marjolein H. J., Laan, Roland F. J. M., Fluit, Cornelia R. M. G.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8781044/
https://www.ncbi.nlm.nih.gov/pubmed/35057788
http://dx.doi.org/10.1186/s12909-022-03116-0
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author Bremer, Anne E.
van de Pol, Marjolein H. J.
Laan, Roland F. J. M.
Fluit, Cornelia R. M. G.
author_facet Bremer, Anne E.
van de Pol, Marjolein H. J.
Laan, Roland F. J. M.
Fluit, Cornelia R. M. G.
author_sort Bremer, Anne E.
collection PubMed
description BACKGROUND: Entrustable professional activities (EPAs) are widely used in medical education, and they might be an important incentive to stimulate professional identity formation (PIF) of medical students, by actively encouraging participation in the workplace. The goal of this study was to explore the effects of an EPA-based curriculum on the PIF of medical students in undergraduate curricula. METHODS: In this study at the Radboud University Medical Center in Nijmegen, the Netherlands, the authors interviewed twenty-one medical students in three focus group interviews (November 2019), and conducted a thematic analysis based on both the synthesizing concepts PIF, communities of practice and EPAs, and newly defined themes. RESULTS: Four central themes proved crucial for understanding the influence of EPAs on PIF: creating learning opportunities, managing feedback, dealing with supervision in context and developing confidence. EPAs helped students to create learning opportunities and to choose activities purposefully, and the use of EPAs stimulated their feedback-seeking behavior. The context and way of supervision had a great impact on their development, where some contexts offer better learning opportunities than others. EPAs helped them develop trust and self-confidence, but trust from supervisors hardly appears to result from using EPAs. CONCLUSIONS: An EPA-based curriculum does stimulate PIF in the complex context of working and learning by supporting participation in the workplace and by encouraging feedback-seeking behavior. Striking the right balance between participation, feedback-seeking behavior and choosing learning activities is essential. TRIAL REGISTRATION: This study was approved by the ethics committee of the Netherlands Association of Medical Education (NVMO, case number 2019.5.12). SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03116-0.
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spelling pubmed-87810442022-01-21 How an EPA-based curriculum supports professional identity formation Bremer, Anne E. van de Pol, Marjolein H. J. Laan, Roland F. J. M. Fluit, Cornelia R. M. G. BMC Med Educ Research BACKGROUND: Entrustable professional activities (EPAs) are widely used in medical education, and they might be an important incentive to stimulate professional identity formation (PIF) of medical students, by actively encouraging participation in the workplace. The goal of this study was to explore the effects of an EPA-based curriculum on the PIF of medical students in undergraduate curricula. METHODS: In this study at the Radboud University Medical Center in Nijmegen, the Netherlands, the authors interviewed twenty-one medical students in three focus group interviews (November 2019), and conducted a thematic analysis based on both the synthesizing concepts PIF, communities of practice and EPAs, and newly defined themes. RESULTS: Four central themes proved crucial for understanding the influence of EPAs on PIF: creating learning opportunities, managing feedback, dealing with supervision in context and developing confidence. EPAs helped students to create learning opportunities and to choose activities purposefully, and the use of EPAs stimulated their feedback-seeking behavior. The context and way of supervision had a great impact on their development, where some contexts offer better learning opportunities than others. EPAs helped them develop trust and self-confidence, but trust from supervisors hardly appears to result from using EPAs. CONCLUSIONS: An EPA-based curriculum does stimulate PIF in the complex context of working and learning by supporting participation in the workplace and by encouraging feedback-seeking behavior. Striking the right balance between participation, feedback-seeking behavior and choosing learning activities is essential. TRIAL REGISTRATION: This study was approved by the ethics committee of the Netherlands Association of Medical Education (NVMO, case number 2019.5.12). SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12909-022-03116-0. BioMed Central 2022-01-20 /pmc/articles/PMC8781044/ /pubmed/35057788 http://dx.doi.org/10.1186/s12909-022-03116-0 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data.
spellingShingle Research
Bremer, Anne E.
van de Pol, Marjolein H. J.
Laan, Roland F. J. M.
Fluit, Cornelia R. M. G.
How an EPA-based curriculum supports professional identity formation
title How an EPA-based curriculum supports professional identity formation
title_full How an EPA-based curriculum supports professional identity formation
title_fullStr How an EPA-based curriculum supports professional identity formation
title_full_unstemmed How an EPA-based curriculum supports professional identity formation
title_short How an EPA-based curriculum supports professional identity formation
title_sort how an epa-based curriculum supports professional identity formation
topic Research
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8781044/
https://www.ncbi.nlm.nih.gov/pubmed/35057788
http://dx.doi.org/10.1186/s12909-022-03116-0
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