Indonesia has implemented Competency-Based Education (CBE) since 2006 based on a national standard for physician competencies. This study aimed to develop Core Entrustable Professional Activities (EPAs) for Indonesian undergraduate medical programs to remedy the challenge of translating competencies into professional activities in CBE. Two rounds of modified Delphi were employed in October-November 2022. The research subjects selected were (i) experts in medicine such as internal medicine, surgery, medical education, etc., and (ii) medical teachers in the preclinical/clinical stage for two years or more. Fifteen experts were involved in both Delphi rounds. The first Delphi instrument referring to literature frameworks included 34 professional activities for individual healthcare tasks and 17 for family-community medicine/public health. The second Delphi instruments used were based on the first-round results. After the first Delphi, 31 individual healthcare tasks and all family-community medicine/public health tasks reached a consensus. One expert suggested two additional family-community medicine/public health activities. The second Delphi instrument listed the percentage of agreement for individual healthcare tasks and family-community medicine/public health tasks, including the two additional activities. After the second-round of Delphi, two individual healthcare tasks and one family-community medicine/public health task had not reached a consensus However, 94.7% of activities were still acceptable as Core EPAs in family-community medicine and public health services. In conclusion, developing EPAs for undergraduate medical programs using two rounds of the Delphi method resulted in 32 individual medical service activities and 18 family medicine-community/public health tasks. These core EPAs were expected to facilitate the translation of competencies into professional activities.
Development of Core Entrustable Professional Activities for Indonesian Undergraduate Medical Education: The Experience of Universitas Muhammadiyah Jakarta
Author
Abstrak
Indonesia telah melaksanakan Pendidikan Berasaskan Kompetensi (Competency Based Education (CBE) sejak tahun 2006 berdasarkan kompetensi piawaian kebangsaan doktor perubatan. Kajian ini bertujuan untuk membangunkan teras "Entrustable Professional Activities" (EPAs) bagi program perubatan prasiswazah di Indonesia menterjemahkan setiap penyataan kompetensi kepada aktiviti amalan klinikal di tempat kerja dalam CBE. Reka bentuk kualitatif bersifat penerokaan menggunakan teknik dua pusingan Delphi yang diubah suai telah digunakan untuk kajian ini bermula Oktober hingga November 2022. Pemilihan subjek kajian adalah terdiri daripada (i) pakar perubatan iaitu pakar perubatan dalaman, pakar bedah, pakar neurologi, pakar radiologi, pakar pendidikan perubatan dan lain lain, serta (ii) pensyarah perubatan praklinikal atau klinikal yang telah mengajar sekurang-kurangnya selama dua tahun. Seramai 15 pakar terpilih dalam kedua-dua pusingan Delphi. Berdasarkan kepada kerangka kesusasteraan, sebanyak 34 aktiviti profesional perkhidmatan perubatan individu dan 17 aktiviti profesional perubatan keluarga-komuniti/kesihatan awam telah dikenalpasti dan digunakan sebagai instrumen untuk pusingan satu Delphi. Instrumen pusingan kedua Delphi yang digunakan adalah berdasarkan keputusan pusingan pertama. Pusingan pertama Delphi menunjukkan bahawa 31 aktiviti profesional perkhidmatan perubatan individu dan semua aktiviti profesional perubatan keluarga-komuniti/kesihatan awam mencapai kata sepakat. Seorang pakar mencadangkan dua aktiviti tambahan untuk aktiviti profesional perubatan keluarga-komuniti/kesihatan awam. Pusingan kedua Delphi menyenaraikan peratusan persetujuan di kalangan pakar bagi semua aktiviti professional perubatan individu dan semua aktiviti profesional perubatan keluarga-komuniti/kesihatan awam, termasuk dua aktiviti tambahan. Selepas pusingan kedua Delphi, dua tugas aktiviti professional perubatan individu dan satu aktiviti profesional perubatan keluarga-komuniti/kesihatan awam tidak mencapai kata sepakat. Walau bagaimanapun, 94.7% aktiviti masih boleh diterima sebagai EPA Teras dalam perubatan keluarga-komuniti dan perkhidmatan kesihatan awam. Sebagai kesimpulan, sebanyak 32 dan 18 EPA teras daripada perkhidmatan perubatan individu dan perubatan komuniti keluarga/kesihatan awam telah dikenalpasti bagi program perubatan prasiswazah. EPA teras ini dijangka untuk memudahkan menterjemahkan kompetensi kepada aktiviti amalan klinikal.
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