Examining enablers and barriers to entrustable professional activity acquisition using the theoretical domains framework: A qualitative framework analysis study. Issue 2 (26th March 2023)

• Record Type: Journal Article
• Authors: Paterson, Quinten S.; Alrimawi, Hussein; Sample, Spencer; Bouwsema, Melissa; Anjum, Omar; Vincent, Maggie; Cheung, Warren J.; Hall, Andrew; Woods, Rob; Martin, Lynsey J.; Chan, Teresa
• Is Part Of: AEM education and training. Volume 7:Issue 2(2023)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2023-03-26
• Subjects: Emergency medicine -- Study and teaching -- Periodicals; Emergency medicine -- Study and teaching -- United States -- Periodicals; Periodicals; 616.025
• DOI: 10.1002/aet2.10849
• Languages: English
• ISSNs: 2472-5390

Abstract

Abstract: Background: Without a clear understanding of the factors contributing to the effective acquisition of high‐quality entrustable professional activity (EPA) assessments, trainees, supervising faculty, and training programs may lack appropriate strategies for successful EPA implementation and utilization. The purpose of this study was to identify barriers and facilitators to acquiring high‐quality EPA assessments in Canadian emergency medicine (EM) training programs. Methods: We conducted a qualitative framework analysis study utilizing the Theoretical Domains Framework (TDF). Semistructured interviews of EM resident and faculty participants underwent audio recording, deidentification, and line‐by‐line coding by two authors, being coded to extract themes and subthemes across the domains of the TDF. Results: From 14 interviews (eight faculty and six residents) we identified, within the 14 TDF domains, major themes and subthemes for barriers and facilitators to EPA acquisition for both faculty and residents. The two most cited domains (and their frequencies) among residents and faculty were environmental context and resources (56) and behavioral regulation (48). Example strategies to improving EPA acquisition include orienting residents to the competency‐based medical education (CBME) paradigm, recalibrating expectations relating to "low ratings" on EPAs, engaging in continuous faculty development to ensure familiarity and fluency with EPAs, and implementing longitudinal coaching programs between residents and faculty to encourage repetitive longitudinal interactions and high‐quality specific feedback. Conclusions: We identified key strategies to support residents, faculty, programs, and institutions in overcoming barriers and improving EPA assessment processes. This is an important step toward ensuring the successful implementation of CBME and the effective operationalization of EPAs within EM training programs.