Student Perceptions of Narrative Feedback in Entrustable Professional Activities

The Clinical Teacher, Journal Year: 2025, Volume and Issue: 22(3)

Published: April 6, 2025

ABSTRACT Introduction Entrustable professional activity (EPA) observations can be used to develop a holistic picture of trainee competency in tasks. Narrative feedback is an essential component EPAs, but there lack published literature capturing undergraduate student perceptions. Methods Students who completed Year 3 the MD programme 2022–2023 at one institution Canada were invited participate survey designed elicit their perceptions narrative EPAs. Survey methods included closed‐ended questions (analysed descriptively) and open‐ended through thematic analysis). Results The response rate was 23%. Over 60% students reported that comments EPAs specific aligned with EPA scores, 86% individualised least some time. However, 57% they never or rarely received actionable for growth. demonstrated mixed feelings as whether help support clinical development. Some noted identify gaps reinforce positives. Others preferring verbal written resulted administrative burden. 90% barriers obtaining almost expressed need changes A predominant theme from desire reduction requirements. Conclusions perceived individualized contained identified several completion provided recommended changes.

Language: Английский

Stepping Into the Night: The Preparedness of Newly Qualified Doctors for Out‐of‐Hours Work

The Clinical Teacher, Journal Year: 2025, Volume and Issue: 22(2)

Published: Feb. 11, 2025

ABSTRACT Background The transition from medical student to doctor is a significantly stressful event with perceived lack of preparedness. A comprehensive exploration the facilitators and barriers preparedness for out‐of‐hours specifically, such as night duty, lacking. This study aims investigate perspectives newly qualified Irish doctors (interns) regarding their readiness work, levels support available influence education on readiness. Methods survey using both quantitative qualitative data was developed distributed amongst 145 interns in one regional ‘network’ nonprobability sampling. Quantitative were analysed nonparametric methods Likert scale responses. Qualitative underwent thematic analysis Braun Clarke's approach. Findings Seventy‐seven respondents met inclusion criteria. Of participants, 88.3% disagreed feeling prepared out‐of‐hours, sentiment corroborated by expressions fear apprehension. Themes emerged general preparedness, support, hidden curriculum. Seeking presented challenges, often resistance. Isolation post‐call anxiety recurrent sentiments. Participants believed had inadequately them, emphasising theoretical knowledge at expense practical skills real‐world scenarios. Conclusion highlights isolation experienced new doctors, underscoring pervasive sense unpreparedness, inadequate structures disconnect between demands clinical work. These findings current literature emphasise need enhanced training, emotional better alignment realities out hours.

Language: Английский