ArticleCanadian geriatrics journal : CGJ2025
Feedback Quality in Geriatric Medicine: Analyzing Entrustable Professional Activities in a Competency-Based Curriculum.
Article in Canadian geriatrics journal : CGJ, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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
1 citing paper in PubMed.
- Education Research: More Than a Checkbox: Implementing a Narrative-Based Child Neurology Resident Assessment System.Neurology. Education · 2026Article
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Background: Competency-based medical education (CBME) aims to enhance the quality of medical training by providing timely, actionable feedback through entrustable professional activities (EPAs). However, variability in feedback quality remains a concern across residency programs. Methods: We conducted a retrospective analysis of EPA feedback forms from a geriatric medicine program, comparing two distinct time periods: 2019-2020 and 2021-2022. This program averages eight residents per year with 30 full-time faculty members. The quality of feedback was assessed based on timeliness, task orientation, actionability, and polarity. Results: 404 EPAs were initiated and completed in 2019-2020, with 69% (n=278) being timely, 89% (n=360) task oriented, 50% (n=203) very actionable, and 62% (n=250) corrective in polarity. 851 EPAs were initiated in 2021-2022 and 76% (n=645) were completed, with 64% (n=410) being timely, 78% (n=501) task oriented, 40% (n=259) very actionable, and 47% (n=305) corrective in polarity. Timely feedback was more likely to be task-oriented (χ Conclusions: Our study revealed lower quality feedback over time since implementing CBME at a geriatric medicine subspecialty training program. The root causes of the reduction in quality were not explored but are theorized to be multifactorial. Further investigation into the reasons for the reduction in feedback quality will help direct interventions to better sustain the quality of CBME implementation.
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Registered trials
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