JAOA/AACOM Medical Education  |   March 2018
Physician-Mentored Patient Rounds to Observe and Assess Entrustable Professional Activities 1 and 2 in Preclinical Medical Students
Author Notes
  • From the Departments of Microbiology and Immunology (Dr Chamberlain), Family Medicine, Preventative Medicine, and Community Health (Dr Sexton), Internal Medicine (Dr Hardee), and Physiology (Dr Baer) at the A.T. Still University Kirksville College of Osteopathic Medicine (ATSU-KCOM) in Missouri. 
  • Financial Disclosures: None reported. 
  • Support: Funding for this project was provided by ATSU-KCOM. 
  •  *Address correspondence to Neal R. Chamberlain, PhD, Department of Microbiology and Immunology, ATSU-KCOM, 800 W Jefferson St, Kirksville, MO 63501-2486. Email: nchamberlain@atsu.edu
     
Article Information
Medical Education / Pulmonary Disorders
JAOA/AACOM Medical Education   |   March 2018
Physician-Mentored Patient Rounds to Observe and Assess Entrustable Professional Activities 1 and 2 in Preclinical Medical Students
The Journal of the American Osteopathic Association, March 2018, Vol. 118, 199-206. doi:10.7556/jaoa.2018.039
The Journal of the American Osteopathic Association, March 2018, Vol. 118, 199-206. doi:10.7556/jaoa.2018.039
Web of Science® Times Cited: 1
Abstract

Context: Thirteen entrustable professional activities (EPAs) for entering residency were created to aid medical educators as they prepare preclinical students for their residency and to assess student readiness for residency. The A.T. Still University Kirksville College of Osteopathic Medicine (ATSU-KCOM) developed a program called physician-mentored patient rounds (PMPR), which focuses on EPA 1 and EPA 2.

Objective: To determine whether PMPRs could be used to assess expected behaviors of EPA 1 (gather a history and perform a physical examination) and EPA 2 (prioritize a differential diagnosis after a clinical encounter).

Methods: The PMPR sessions at ATSU-KCOM take place over several weeks (30-minute sessions per week), during which students gather a patient's history (sessions 1 and 2), observe a physical examination by the physician mentor (session 2), analyze diagnostic test results (session 3), and formulate a treatment plan (session 4). The PMPRs in this study used a real patient with confirmed chronic obstructive pulmonary disease (COPD). This study did not include the session-4 treatment plan. Between sessions, students completed an assignment to further demonstrate their behaviors as expected in the EPAs. Student responses were analyzed and summarized for physician feedback in the subsequent PMPR session. Students’ diagnostic accuracy was measured at the conclusion of each session.

Results: A total of 516 students were included in the study. The PMPR weekly attendance was high (453-475). Although history gathering in the large-group setting was disorderly, diagnostic accuracy over the 3-session period improved. After history taking, 411 students (86.5%) included COPD in the differential diagnosis. A smaller number, 235 students (49.5%), listed COPD as the most likely diagnosis. After the physical examination, 439 included COPD in the differential diagnosis, and 385 listed COPD as the most likely diagnosis. After analysis of diagnostic test results, 468 students listed COPD as the most likely diagnosis.

Conclusion: Physician-mentored patient rounds seem to be an effective means to assess preclinical students’ expected behaviors as described in EPA 1 and EPA 2.

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