Defining entrustable professional activities for first year anesthesiology residents: A Delphi study

Pedro Tanaka; Adrian Marty; Yoon Soo Park; Clinton Kakazu; Ankeet Udani; Manuel Pardo; Kristina Sullivan; Charandip Sandhu; Judi Turner; John Mitchell; Alex Macario

doi:10.1016/j.jclinane.2023.111116

Defining entrustable professional activities for first year anesthesiology residents: A Delphi study

J Clin Anesth. 2023 Sep:88:111116. doi: 10.1016/j.jclinane.2023.111116. Epub 2023 Apr 5.

Authors

Pedro Tanaka¹, Adrian Marty², Yoon Soo Park³, Clinton Kakazu⁴, Ankeet Udani⁵, Manuel Pardo⁶, Kristina Sullivan⁶, Charandip Sandhu⁷, Judi Turner⁸, John Mitchell⁹, Alex Macario¹⁰

Affiliations

¹ Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University School of Medicine, Stanford, CA, United States of America. Electronic address: [email protected].
² Attending Physician Institute of Anesthesiology, University of Zurich, Zurich, Switzerland.
³ Department of Medical Education, University of Illinois at Chicago College of Medicine, Chicago, IL, United States of America.
⁴ UCLA-Harbor Medical Center, United States of America.
⁵ Duke University School of Medicine, Raleigh, NC, United States of America.
⁶ UCSF Department of Anesthesia and Perioperative Care, San Francisco, CA, United States of America.
⁷ Department of Anesthesiology and Pain Medicine, UC Davis, Sacramento, CA, United States of America.
⁸ UCLA Anesthesiology and Perioperative Medicine, Los Angeles, CA, United States of America.
⁹ Department of Anesthesia, Critical Care and Pain Medicine at Beth Israel Deaconess Medical Center, Boston, MA, United States of America.
¹⁰ Department of Anesthesiology, Perioperative and Pain Medicine, Stanford University School of Medicine, Stanford, CA, United States of America.

PMID: 37278050
DOI: 10.1016/j.jclinane.2023.111116

Abstract

Introduction: The use of entrustable professional activities (EPAs) as a basis for assessment may bridge the gap between the theory of competency-based education and clinical practice. The purpose of this study was to develop and validate EPAs for United States (US) first-year clinical anesthesia (CA-1) residents for anesthesiology residency programs to use as the basis for curriculum development and workplace assessment.

Methods: From a list of EPAs abstracted from the literature, an expert panel through a modified Delphi consensus process established EPAs for the CA1 curriculum.

Results: The final list of EPAs after group consensus had 28 EPAs, with 14 (50%) considered to be applicable to the CA-1 year. An 80% consensus rate was used to accept or reject the final list.

Conclusion: This study applied a construct validity lens to EPA development providing assurance that the EPAs adopted are appropriate for use in workplace-based assessment and entrustment decision-making.

Keywords: Assessment; Competency-based education; EPAs.

Publication types

Research Support, Non-U.S. Gov't

MeSH terms

Anesthesiology*
Clinical Competence
Competency-Based Education
Curriculum
Delphi Technique
Humans
Internship and Residency*
United States