Evidence map›Paper›PMID 42827853›Full record

ArticleAcademic pathology

Incorporating coaching in the moment and coaching over time to support entrustable professional activity-based assessment in pathology residency training.

Linda M Schiffhauer, Charles F Timmons, Evita Henderson-Jackson, Kristen Johnson, Cindy B McCloskey, Tiffany M Hébert, Mark Brissette, Rachel Gordezky, Jorge E Novo, Carlos Pagan and 2 more

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Article in Academic pathology. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

0numbers the graph read from it
0cells of the map it votes in
0citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

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.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

0 citing papers in PubMed.

No citing paper in PubMed yet.

4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

12 authors.

Linda M SchiffhauerUniversity of Rochester School of Medicine and Dentistry, Department of Pathology and Laboratory Medicine, Rochester, NY, USA.
Charles F TimmonsUniversity of Texas Southwestern Medical Center, Department of Pathology, Dallas, TX, USA.
Evita Henderson-JacksonUniversity of South Florida Morsani College of Medicine, Department of Pathology and Cell Biology, Tampa, FL, USA.
Kristen JohnsonCollege of American Pathologists, Northfield, IL, USA.
Cindy B McCloskeyUniversity of Oklahoma College of Medicine, Department of Pathology, Oklahoma City, OK, USA.
Tiffany M HébertAlbert Einstein College of Medicine, Bronx, NY, USA.
Mark BrissetteUniversity of Colorado Anschutz Medical Campus, Department of Pathology, Aurora, CO, USA.
Rachel GordezkyLoyola University Medical Center, Department of Pathology and Laboratory Medicine, Maywood, IL, USA.
Jorge E NovoNorthwestern University Feinberg School of Medicine, Department of Pathology, Chicago, IL, USA.
Carlos PaganColumbia University Irving Medical Center, Department of Pathology and Cell Biology, New York, NY, USA.
Suzanne Zein-Eldin PowellHouston Methodist Hospital, Department of Pathology and Genomic Medicine, Houston, TX, USA.
Bronwyn H BryantUniversity of Vermont Medical Center, Department of Pathology and Laboratory Medicine, Burlington, VT, USA.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

Entrustable professional activities have been implemented in pathology residency to support competency-based medical education. Coaching is an effective approach to support learner development that is gaining traction in medical education. Three residency programs implemented a two-part coaching program to support entrustable professional activities in pathology residency: coaching in the moment during formative entrustable professional activity assessments and coaching over time at end of rotation and semi-annual reviews. Program directors, faculty, and residents were asked to complete surveys six months into the study. Four major themes related to coaching and entrustable professional activity-based assessment were derived from narrative comments: (1) implementation methods of coaching in the moment and coaching over time to support entrustable professional activities; (2) evidence of success and value; (3) time investment as a limiting commodity; and (4) future intentions to expand adoption. While benefits around setting expectations, engaging learners in their development, building trust, and providing constructive feedback were evident, the time burden of completing these tasks is a constant trade-off for educators. Ongoing culture change and exposure to these modalities will be necessary to support both coaching programs and continued use of entrustable professional activities.

Indexed as

AssessmentCoachingCompetency based medical education (CBME)Entrustable professional activity (EPA)FeedbackMedical educationPathology residency training

Identifiers

PMID42827853
PMCPMC13631944

What OpenQuestion holds

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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.