LAUSR

ObjectiveEntrustable professional activities (EPAs) have emerged as a construct to operationalize competency-based medical education. In a programmatic pilot, we assessed the feasibility and effectiveness of faculty coaches for assessing EPAs and facilitating reflective learning in medical students.MethodsFour faculty coaches were provided dedicated time and training. Students on the “Women’s and Children’s Health” and “Medical Approach to the Patient” clerkships met with coaches biweekly. Coaches confidentially observed, assessed, and offered feedback on four EPAs. The coaches also reviewed the students’ guided self-assessments and reflections. Qualitative data was collected using focus groups and structured interviews of students, coaches, clerkship directors, and staff. Student outcomes were compared between students who received and did not receive coaching. Students’ reflective learning was assessed with the Reflection-in-Learning scale (RILs) and clinical skills were assessed with an objective structured clinical exam (OSCE).ResultsOne hundred-seventy-eight medical students received coaching. Students found feedback effective, appreciated the confidentiality and did not experience interference with their clerkships. RILs significantly improved in students who received coaching as compared to students who did not receive coaching. No significant differences were observed in the OSCE.ConclusionsA faculty coach program in clinical clerkships was feasible, well-received, and improved reflective learning.