New & Emerging Trends in Health Professions Education Webinar - Shared screen with speaker view
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Does the EPAC model use a pyramid system that forces reductions in numbers of EPAC students from the large first-year number to the small residency number?
Do all of the EPAC programs have a similar % of Peds faculty who work with med students and Peds residents? It “seems” to me that you might have better formative feedback to med students if the faculty thought they were going to “keep” them in residency…in their own best interest to speak truth and coach learners to better performance
I’d be interested to hear students’ perspectives on advancement and how they compare their own advancement to that of their peers- emotional impact of being “advanced” slower than a peer, etc
These assessments can measure "observable" activities but do not indicate anything about development of "wisdom" - which is something that develops over time and experience (perhaps via successes and errors). We may "recognize wisdom when we see it", but that's not so helpful when we don't see it. How would you suggest we assess wisdom and factor that into decision-making?
Thank you Dan! Question on “adaptation to local systems” - could you share some examples of adaptations? Did the curriculum change? Were schools able to adapt the systems themselves?
We attempted to implement an EPA based feedback model with our community-based LIC. We met with significant pushback from the preceptors. Preceptors were still required to complete the usual student evaluation at the end of the rotation. We were using an app that operated on the student's phone. Did you run into this?
Could you comment on if tuition was adjusted based on time or if tuition was shifted to competency? Could you also comment on opportunities/challenges with degree and licensure requirements and variable time?
Link to that article: https://doi.org/10.1080/0142159X.2017.1421751
Thanks all! Great session.