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首页> 外文期刊>Academic psychiatry: the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry >Entrustable Professional Activities in Psychiatry: A Systematic Review
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Entrustable Professional Activities in Psychiatry: A Systematic Review

机译：精神病学委托的专业活动：系统评价

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Objective Entrustable professional activities (EPAs) represent discrete clinical tasks that can be entrusted to trainees in psychiatry. They are increasingly being used as educational framework in several countries. However, the empirical evidence available has not been synthesized in the field of psychiatry. Therefore, the authors conducted a systematic review in order to summarize and evaluate the available evidence in the field of EPAs in undergraduate and graduate medical education in psychiatry. Methods The authors searched PubMed, Cochrane Library, ERIC, Embase, PsycINFO, all Ovid journals, Scopus, Web of Science, MedEdPORTAL, and the archives of Academic Psychiatry for articles reporting quantitative and qualitative research as well as educational case reports on EPAs in undergraduate and graduate psychiatry education published since 2005. All included articles were assessed for content (development, implementation, and assessment of EPAs) and quality using the Quality Assessment Tool for Studies with Diverse Designs. Results The authors screened 2807 records and included a total of 20 articles in the final data extraction. Most studies were expert consensus reports (n = 6, 30%) and predominantly conducted in English-speaking countries (n = 17, 85%). Papers reported mainly EPA development and/or EPA implementation studies (n = 14, 70%), whereas EPA assessment studies were less frequent (n = 6, 30%). Publications per year showed an increasing trend both in quantity (from 1 in 2011 to 7 in 2018) and quality (from a QATSDD score of 27 in 2011 to an average score of 39 in 2018). The main focus of the articles was the development of individual EPAs for different levels of training for psychiatry or on curricular frameworks based on EPAs in psychiatry (n = 10, 50%). The lack of empirical controlled studies does currently not allow for meta-analyses of educational outcomes. Conclusions The concept of EPA-based curricula seems to become increasingly present, a focus in the specialty of psychiatry both in UME and GME. The lack of empirical research in this context is an important limitation for educational practice recommendations. Currently there is only preliminary but promising data available for using EPAs with regard to educational outcomes. EPAs seem to be effectively used from a curriculum design perspective for UME and GME in psychiatry.
机译：客观委托专业活动（EPA）代表可委托精神病学的学员可以委托的离散临床任务。他们越来越多地被用作几个国家的教育框架。然而，可用的经验证据尚未在精神科学领域中合成。因此，作者进行了系统审查，以总结和评估精神病学院和研究生医学教育欧盟央行发展领域的现有证据。方法采用作者搜索了PubMed，Cochrane图书馆，Eric，Embase，Psycinfo，所有Ovid期刊，科学版，Mededportal，以及学术精神病学的文章，报告了定量和定性研究的文章以及关于本科欧盟股份有限公司的教育案例自2005年以来发表的毕业生精神病教育。所有包括的文章被评估了（EPAS的开发，实施和评估）和使用质量评估工具进行多元化设计的质量。结果作者筛选了2807条记录，并在最终数据提取中总共20篇文章。大多数研究是专家共识报告（n = 6，30％），主要在英语国家（n = 17,85％）进行。论文主要报告的是EPA开发和/或EPA实施研究（n = 14,70％），而EPA评估研究较少（n = 6,30％）。每年出版物的数量呈增加趋势（2011年的2011年的1到7）和质量（从2011年的Qatsdd得分为2018年的平均得分为39）。文章的主要重点是为对精神病学培训或基于精神病学的EPAS（n = 10,50％）的课程框架进行不同培训的个人EPA的发展。目前缺乏经验对照研究，目前不允许进行教育结果的荟萃分析。结论基于EPA的课程的概念似乎越来越越来越呈现，在UME和GME中的精神病学专业中侧重于精神病学。在这种背景下缺乏实证研究是对教育实践建议的一个重要限制。目前，只有初步但有希望的数据可用于使用EPA参考教育结果。 EPAS似乎有效地从精神病学中的UME和GME的课程设计透视中使用。

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