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Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated
AbstractDespite explanations in the literature, a returning question in the use of entrustable professional activities (EPAs) is how to distinguish them from competencies and skills. In this article, we attempt to analyze the causes of the frequent confusion and conflation of EPAs with competencies and skills, and argue why the distinction is important for education, qualification and patient safety. ‘Tracheotomy’, ‘lumbar puncture’, ‘interprofessional collaboration’ for example are colloquially called ‘skills’, but its is a person’sability to perform these activities that is the actual skill; the EPA is ...
Source: Advances in Health Sciences Education - February 28, 2022 Category: Universities & Medical Training Source Type: research

Cognitive diagnostic modelling in healthcare professions education: an eye-opener
AbstractCriticisms about psychometric paradigms currently used in healthcare professions education include claims of reductionism, objectification, and poor compliance with assumptions. Nevertheless, perhaps the most crucial criticism comes from learners' difficulty in interpreting and making meaningful use of summative scores and the potentially detrimental impact these scores have on learners. The term"post-psychometric era" has become popular, despite persisting calls for the sensible use of modern psychometrics. In recent years, cognitive diagnostic modelling has emerged as a new psychometric paradigm capable...
Source: Advances in Health Sciences Education - February 24, 2022 Category: Universities & Medical Training Source Type: research

The concept of errors in medical education: a scoping review
AbstractThe purpose of this scoping review was to explore how errors are conceptualized in medical education contexts by examining different error perspectives and practices. This review used a scoping methodology with a systematic search strategy to identify relevant studies, written in English, and published before January 2021. Four medical education journals (Medical Education, Advances in Health Science Education, Medical Teacher, and Academic Medicine) and four clinical journals (Journal of the American Medical Association, Journal of General Internal Medicine, Annals of Surgery, and British Medical Journal) were pur...
Source: Advances in Health Sciences Education - February 21, 2022 Category: Universities & Medical Training Source Type: research

Associations between admissions factors and the need for remediation
This study examines the way in which student characteristics and pre-admissions measures are statistically associated with the likelihood a student will require remediation for academic and professionalism offenses. We anchor our inquiry within Irby and Hamstra ’s (2016) conceptual framework of constructs of professionalism. Data from five graduating cohorts (2014–2018) from McMaster University (Hamilton, Canada) (N = 1,021) were retroactively collected and analyzed using traditional and multinominal logistic regression analyses. The relationship a mong student characteristics, pre-admissions variables, and referra...
Source: Advances in Health Sciences Education - February 16, 2022 Category: Universities & Medical Training Source Type: research

Re-thinking “I”dentity in medical education: genealogy and the possibilities of being and becoming
AbstractProfessional identity formation has emerged as a key topic for medical education research, with contributions from perspectives of psychological development and socialization opening up needed conversations in the field. Yet mainstream training practices may have the unintended effects of educating for a physician typology that may be too narrow to account for the complexity of learners ’ personal identities. Alternative approaches, such as Foucauldian genealogy, offer ways to empirically investigate how the legitimate contours of being and becoming have come to be as they are, how they shape professional identit...
Source: Advances in Health Sciences Education - February 5, 2022 Category: Universities & Medical Training Source Type: research

Beyond the ratings: gender effects in written comments from clinical teaching assessments
AbstractAssessment of clinical teachers by learners is problematic. Construct-irrelevant factors influence ratings, and women teachers often receive lower ratings than men. However, most studies focus only on numeric scores. Therefore, the authors analyzed written comments on 4032 teacher assessments, representing 282 women and 448 men teachers in one Department of Medicine, to explore for gender differences. NVivo was used to search for 61 evidence- and theoretically-based terms purported to reflect teaching excellence, which were analyzed using 2  × 2 chi-squared tests. The Linguistic Index and Word Count (LIWC) was...
Source: Advances in Health Sciences Education - January 28, 2022 Category: Universities & Medical Training Source Type: research

Freedom from discrimination or freedom to discriminate? Discursive tensions within discrimination policies in medical education
In this study, the authors sought to identify and understand the discursive effects of discrimination policies within medical education. The authors assembled an archive of 22 texts consisting of publicly available discrimination and harassment policy documents in 13 Canadian medical schools that were active as of November 2019. Each text was analysed to identify themes, rhetorical strategies, problematization, and power relations. Policies described truth statements that appear to idealize equity, yet there were discourses related to professionalism and neutrality that were in tension with these ideals. There was also ten...
Source: Advances in Health Sciences Education - January 13, 2022 Category: Universities & Medical Training Source Type: research

Assessment of medical student burnout: toward an implicit measure to address current issues
AbstractThe feasibility of implicitly assessing medical student burnout was explored, using the Implicit Relational Assessment Procedure (IRAP), to measure longitudinal student burnout over the first two years of medical school and directly comparing it with an existing explicit measure of burnout (Maslach Burnout Inventory; MBI). Three successive cohorts of medical students completed both implicit and explicit measures of burnout at several time points during their first two years of medical school. Both assessments were conducted via the internet within a one-week period during the first week of medical school, the end o...
Source: Advances in Health Sciences Education - January 13, 2022 Category: Universities & Medical Training Source Type: research

Freedom from discrimination or freedom to discriminate? Discursive tensions within discrimination policies in medical education
In this study, the authors sought to identify and understand the discursive effects of discrimination policies within medical education. The authors assembled an archive of 22 texts consisting of publicly available discrimination and harassment policy documents in 13 Canadian medical schools that were active as of November 2019. Each text was analysed to identify themes, rhetorical strategies, problematization, and power relations. Policies described truth statements that appear to idealize equity, yet there were discourses related to professionalism and neutrality that were in tension with these ideals. There was also ten...
Source: Advances in Health Sciences Education - January 13, 2022 Category: Universities & Medical Training Source Type: research