Development of EPAT: An assessment tool for pediatric hematology/oncology training programs

Abstract

PurposeIn the absence of a standardized tool to assess the quality of pediatric hematology/oncology training programs, the Education Program Assessment Tool (EPAT) was conceptualized as a user‐friendly and adaptable tool to evaluate and identify areas of opportunity, pinpoint needed modifications, and monitor progress for training programs around the world.MethodsThe development of EPAT consisted of three main phases: operationalization, consensus, and piloting. After each phase, the tool was iteratively modified based on feedback to improve its relevance, usability, and clarity.ResultsThe operationalization process led to the development of 10 domains with associated assessment questions. The two‐step consensus phase included an internal consensus phase to validate the domains and a subsequent external consensus phase to refine the domains and overall function of the tool. EPAT domains for programmatic evaluation are hospital infrastructure, patient care, education infrastructure, program basics, clinical exposure, theory, research, evaluation, educational culture, and graduate impact. EPAT was piloted in five training programs in five countries, representing diverse medical training and patient care contexts for proper validation of the tool. Face validity was confirmed by a correlation between the perceived and calculated scores for each domain (r = 0.78, p < .0001).ConclusionsEPAT was developed following a systematic approach, ultimately leading to a relevant tool to evaluate the different core elements of pediatric hematology/oncology training programs across the world. With EPAT, programs will have a tool to quantitatively evaluate their training, allowing for benchmarking with centers at the local, regional, and international level.

Impact of a Regional Pediatric Hematology/Oncology Fellowship Program in Guatemala

“…Furthermore, the impact of the accreditation will be evaluated using the Education Program Assessment Tool (EPAT), a systematically created tool for assessing pediatric hematology/oncology fellowship programs, as UNOP completed EPAT before accreditation. 5 Although we present a multidimensional account of the UNOP fellowship experience, limitations to these evaluations and the conclusions around the program are worth mentioning. First, although we provide some insight into the change in newly diagnosed patients over time for the pediatric cancer units where UNOP fellowship graduates work, a more comprehensive evaluation to truly elucidate the factors that have led to increasing the volume, both institutionally and nationally, is needed.…”

“…Furthermore, the impact of the accreditation will be evaluated using the Education Program Assessment Tool (EPAT), a systematically created tool for assessing pediatric hematology/oncology fellowship programs, as UNOP completed EPAT before accreditation. 5…”

“…4 Specifically, graduate medical education (GME) programs in pediatric hematology/oncology are necessary to train specialists to provide quality care for children with cancer in the future. 5…”

“…4 Specifically, graduate medical education (GME) programs in pediatric hematology/oncology are necessary to train specialists to provide quality care for children with cancer in the future. 5 With nearly 4,000 new patients with pediatric cancer expected every year in Central America and the Caribbean, high-quality training programs for pediatric hematology/ oncology physicians in the region are greatly needed. 6 In 2003, responding to this need, the Unidad Nacional de Oncolog ía Pedi átrica (UNOP; National Pediatric Oncology Unit), the Universidad Francisco Marroquin Medical School, and St Jude Children's Research Hospital (St Jude) partnered to create a fellowship program in pediatric hematology/ oncology to serve the needs of the region.…”