Advances in Medical Education and Practice (Mar 2024)
Designing the Future of Medical Education: The EPA Framework as a Catalyst to Inform Family Planning and Reproductive Health Fellowship Training Program in Ethiopia Medical Education: An Exploratory Sequential Mixed Method Study
Abstract
Equlinet Misganaw Amare,1 Mekdim Tadesse Siyoum,2 Ferid Abbas Abubeker,3 Tesfaye Hurissa Tufa,3 Azeb Tamrat Hailemeskel4 1Health Workforce Improvement Program, Amref Health Africa, Addis Ababa, Ethiopia; 2Department of Surgery, St. Paul Hospital Millennium Medical College, Addis Ababa, Ethiopia; 3Department of Obstetrics & Gynecology, St. Paul Hospital Millennium Medical College, Addis Ababa, Ethiopia; 4Educational Development Center, St. Paul Hospital Millennium Medical College, Addis Ababa, EthiopiaCorrespondence: Equlinet Misganaw Amare, Email [email protected]: Entrustable Professional Activities (EPAs) are tasks or responsibilities within a specific field that can be given to a learner once they are competent to perform them independently. EPAs are being used in various specialty programs and serving as valuable tool to inform educational program. However, due to disparities in professional practice between different contexts, the automatic transfer of a set of core EPAs is not feasible. Hence, our study aims to develop an EPA framework to inform the Family Planning and Reproductive Health Fellowship Program in the local context of Ethiopia.Methods: We employed an exploratory mixed-method design, which involved the collection of qualitative data using the Nominal Group Technique and quantitative data through a nationwide survey in all residency training institutions across the country. Qualitative data analysis involved several steps, including compiling a list of tasks, removing duplicate tasks, reviewing EPAs using criteria and an equal rubric tool. For quantitative data analysis, descriptive statistics, validity index analysis, and intra-class correlation coefficients, were used.Results: Seven senior panelists were able to propose a total of 57 EPAs, with 17 remaining after qualitative data analysis. The panelist evaluated the relevance of each EPA in the second phase. As a result, 17 EPAs received a content validity index of > 0.83, indicating satisfactory relevance. In the national survey, experts reached a high level of final agreement regarding the relevance and representativeness of all 17 EPAs (ICC = 0.815, 95% CI [0.0.756,0.865], p.0001).Conclusion: The final set of 17 end-of-training EPAs is valid, acceptable and representative of the discipline, and they can be used as a framework to inform Family planning and Reproductive Health Fellowship Program in Ethiopian medical education once these core EPA statements are described in sufficient detail. This can contribute to raise the quality of training and hence the quality of patient care.Keywords: competencies, competency-based education, Ethiopia, EPA, reproductive health sub-specialty training
