Beyond the Ivory Tower: A Comparison of Grades Across Academic and Community OB/GYN Clerkship Sites

Stewart

American Journal of Pharmaceutical Education

et al. 2020

Objective. To develop, implement, and validate an entrustable professional activity (EPA) assessment tool that could be used to calculate course grades for experiential students in all practice environments. Methods. An EPA assessment tool was developed and directly mapped to 18 EPAs, and a criterion, or passing score, for each EPA was established for all practice experiences. The EPA assessment tool was implemented in the college's experiential program during summer 2018 and comparative outcomes and reliability of the EPA assessment tool were assessed within the core advanced pharmacy practice experiences (APPEs). Results. The EPA assessment tool reliability was strong (Cronbach's alpha50.93), with preceptorsuggested grades and grades calculated using the EPA assessment tool equivalent in 95% of completed APPEs. All nonequivalent calculated-preceptor grade pairs were evenly split between one grade higher than scored and one grade lower than scored. Conclusion. The EPA assessment tool is a reliable and valid instrument for assessing EPA achievement in the APPE year. Future work should focus on determining the longitudinal utility of the EPA tool by comparing outcomes in introductory and advanced pharmacy practice experiences.

Section: Discussionmentioning

confidence: 88%

Developing and Implementing an Entrustable Professional Activity Assessment for Pharmacy Practice Experiences

Stewart

American Journal of Pharmaceutical Education

et al. 2020

Education for Primary Care

“…The second unexpected emerging theme is the PHC teachers' perception that the universities do not understand how and what students can learn in PHC. The dangers of universities as "Ivory towers" has been discussed in the literature( 29) and the problems of evaluation across clinical centres (30) it is clearly a challenge to take into account when including teaching in primary care and community centres. Several initiatives have been proposed to bridge the gap between academic centres and communities.…”

Section: Discussionmentioning

confidence: 99%

Educational expectations of professionals who teach in primary health care in Chile

Moore

Ortigoza

Grant

et al. 2020

With more emphasis on primary health care (PHC) both in the undergraduate and postgraduate curriculum, there is an increasing demand for high quality teaching in primary care centres. However, professionals in low and middle income countries often have little training in teaching. Britain could have an important role in supporting training the trainers in other countries. However the needs of these PHC teachers may differ from those teaching in British PHC. We explore the needs of professionals who teach in PHC in Chile through an online survey and focus groups.All the domains of competence of a clinical educator were considered to be important for training by 83% or more of the questionnaire respondents. 90% of the respondents agreed that PHC professionals should be given permission to attend courses about teaching and preferred B-learning methods. Three dimensions emerged in the focus groups. 1) The specific role of the teacher in PHC. 2) The challenges faced by teachers in PHC. 3) Intuitive teaching. An unexpected theme that emerged was the desire of the teachers to analyse and reflect on their teaching. There are enthusiastic and dedicated professionals in PHC in Chile with a strong felt-need for training in teaching skills.

“…Many articles cite specific standards for medical schools with 1 or more geographically distributed campuses. 6,9,14,18,21,23,24,[28][29][30] In articles that did not specifically refer to accreditation, authors offered concerns about educational quality in decentralized training locations, about whether the heterogeneity of clinical experiences and practitioners from community hospitals can maintain the same teaching standards as expected in academic teaching hospitals, and ultimately, whether differences in learning experiences may impact learning outcomes. 15,16,20,26,27,31,33…”

Section: Rationale For Educational Comparabilitymentioning

confidence: 99%

Conceptualizing Educational Comparability in Distributed Health Professions Education: A Scoping Review

Hsu,

Martin,

Teunissen

et al. 2024

Acad Med

Purpose This study aimed to create greater clarity about the current understanding and formulate a model of how educational comparability has been used in the literature to inform practice. Method The authors conducted a literature search of 9 online databases, seeking articles published on comparability in distributed settings in health professions education before August 2021, with an updated search conducted in May 2023. Using a structured scoping review approach, 2 reviewers independently screened articles for eligibility with inclusion criteria and extracted key data. All authors participated in the descriptive analysis of the extracted data. Results Twenty-four articles published between 1987 and 2021 met the inclusion criteria. Most articles were focused on medical education programs (n = 21) and located in North America (n = 18). The main rationale for discussing comparability was accreditation. These articles did not offer definitions or discussions about what comparability means. The program logic model was used as an organizing framework to synthesize the literature on practices that schools undertake to facilitate and demonstrate comparability in the design (inputs), implementation (activities), and evaluation (outcomes) of distributed education. Inputs include common learning objectives, identical assessment tools and policies, governance models that enable clear communication, and reporting structure that is supported by technological infrastructure. Activities include faculty planning meetings and faculty development training. Outcomes include student experiences and academic performances. Conclusions This study demonstrated that a more complex understanding of the dynamics of educational processes and practices is required to better guide the practice of educational comparability within distributed education programs. In addition to highlighting the need to develop an accepted definition of educational comparability, further elucidation of the underlying dynamics among input, activities, and outcomes would help to better determine what drivers should be prioritized when considering educational change with attention to context within distributed education.