ArticlePerspectives on medical education2021
Using mobile technology in assessment of entrustable professional activities in undergraduate medical education.
Article in Perspectives on medical education, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers, 2 of them syntheses that pooled it.
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The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
9 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Entrustable professional activities in medical education: strategies and results - a systematic review.Medical education online · 2026Pooled it
- Factors influencing the incorporation of Entrustable Professional Activities into assessment in nutrition and dietetics education: A systematic review.Nutrition & dietetics : the journal of the Dietitians Association of Australia · 2025Pooled it
- A Review of the Use of Mobile Health Interventions in Patients with Inflammatory Bowel Disease.Journal of multidisciplinary healthcare · 2026Review
- Evaluating Tailored Learning Experiences in Emergency Residency Training Through a Comparative Analysis of Mobile-Based Programs Versus Paper- and Web-Based Approaches: Feasibility Cross-Sectional Questionnaire Study.JMIR medical education · 2025Article
- EMYWAY Workplace-Based Entrustable Professional Activities Assessments in Otolaryngology Residency Training: A Nationwide Experience.Otolaryngology--head and neck surgery : official journal of American Academy of Otolaryngology-Head and Neck Surgery · 2025Article
- Exploring the role of digital technology for feedback exchange in clinical training: a scoping review.Systematic reviews · 2024Article
- There is no "too small" for frequent workplace-based assessment: Differences between large and small residency programs in anesthesia when using a mobile application to assess EPAs.GMS journal for medical education · 2024Article
- Evaluating the Quality of the Core Entrustable Professional Activities for New Pharmacy Graduates.Pharmacy (Basel, Switzerland) · 2023Article
- Usability Methods and Attributes Reported in Usability Studies of Mobile Apps for Health Care Education: Scoping Review.JMIR medical education · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe adoption of competency-based medical education requires objective assessments of a learner's capability to carry out clinical tasks within workplace-based learning settings. This study involved an evaluation of the use of mobile technology to record entrustable professional activity assessments in an undergraduate clerkship curriculum. APPROACH: A paper-based form was adapted to a mobile platform called eClinic Card. Students documented workplace-based assessments throughout core clerkship and preceptors confirmed accuracy via mobile phones. Assessment scores for the 2017-2018 academic year were collated and analyzed for all core rotations, and preceptors and students were surveyed regarding the mobile assessment experience. EVALUATION: The mobile system enabled 80 students and 624 preceptors to document 6850 assessment submissions across 47 clinical sites over a 48-week core clerkship curriculum. Students' scores demonstrated progressive improvement across all entrustable professional activities with stage-appropriate levels of independence reported by end of core clerkship. Preceptors and students were satisfied with ease of use and dependability of the mobile assessment platform; however, students felt quality of formative coaching feedback could be improved. REFLECTION: Our preliminary evaluation suggests the use of mobile technology to assess entrustable professional activity achievement across a core clerkship curriculum is a feasible and acceptable modality for workplace-based assessment. The use of mobile technology supported a programmatic assessment approach. However, meaningful coaching feedback, as well as faculty development and support, emerged as key factors influencing successful adoption and usage of entrustable professional activities within an undergraduate medical curriculum.
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Registered trials
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