%0 Journal Article
%@ 2369-3762
%I JMIR Publications
%V 7
%N 4
%P e32356
%T Assessment of Entrustable Professional Activities Using a Web-Based Simulation Platform During Transition to Emergency Medicine Residency: Mixed Methods Pilot Study
%A Peng,Cynthia R
%A Schertzer,Kimberly A
%A Caretta-Weyer,Holly A
%A Sebok-Syer,Stefanie S
%A Lu,William
%A Tansomboon,Charissa
%A Gisondi,Michael A
%+ Department of Emergency Medicine, Stanford University School of Medicine, 900 Welch Rd, Palo Alto, CA, 94304-1805, United States, 1 6507235111, crp34@cornell.edu
%K simulation
%K graduate medical education
%K assessment
%K gamification
%K entrustable professional activities
%K emergency medicine
%K undergraduate medical education
%D 2021
%7 17.11.2021
%9 Original Paper
%J JMIR Med Educ
%G English
%X Background: The 13 core entrustable professional activities (EPAs) are key competency-based learning outcomes in the transition from undergraduate to graduate medical education in the United States. Five of these EPAs (EPA2: prioritizing differentials, EPA3: recommending and interpreting tests, EPA4: entering orders and prescriptions, EPA5: documenting clinical encounters, and EPA10: recognizing urgent and emergent conditions) are uniquely suited for web-based assessment. Objective: In this pilot study, we created cases on a web-based simulation platform for the diagnostic assessment of these EPAs and examined the feasibility and acceptability of the platform. Methods: Four simulation cases underwent 3 rounds of consensus panels and pilot testing. Incoming emergency medicine interns (N=15) completed all cases. A maximum of 4 “look for” statements, which encompassed specific EPAs, were generated for each participant: (1) performing harmful or missing actions, (2) narrowing differential or wrong final diagnosis, (3) errors in documentation, and (4) lack of recognition and stabilization of urgent diagnoses. Finally, we interviewed a sample of interns (n=5) and residency leadership (n=5) and analyzed the responses using thematic analysis. Results: All participants had at least one missing critical action, and 40% (6/15) of the participants performed at least one harmful action across all 4 cases. The final diagnosis was not included in the differential diagnosis in more than half of the assessments (8/15, 54%). Other errors included selecting incorrect documentation passages (6/15, 40%) and indiscriminately applying oxygen (9/15, 60%). The interview themes included psychological safety of the interface, ability to assess learning, and fidelity of cases. The most valuable feature cited was the ability to place orders in a realistic electronic medical record interface. Conclusions: This study demonstrates the feasibility and acceptability of a web-based platform for diagnostic assessment of specific EPAs. The approach rapidly identifies potential areas of concern for incoming interns using an asynchronous format, provides feedback in a manner appreciated by residency leadership, and informs individualized learning plans. 
%M 34787582
%R 10.2196/32356
%U https://mededu.jmir.org/2021/4/e32356
%U https://doi.org/10.2196/32356
%U http://www.ncbi.nlm.nih.gov/pubmed/34787582