Using language of entrustable professional activities to define learning objectives of radiology clerkship: A modified Delphi study

Abstract

Background: A standard undergraduate radiology education is essential to prepare graduates for multidisciplinary clinical practice yet the literature lacks clear guidelines or consensus about the learning objectives of an optimal radiology clerkship.

Aim: To define a competency-based framework for undergraduate radiology education by using language of Entrustable Professional Activities (EPAs).

Methods: A modified Delphi method with three iterative rounds was used as an expert consensus approach. An online questionnaire with Likert scale was formulated incorporating EPAs and their components (competencies, assessment strategies, and supervision level) and distributed to 45 consultant radiologists following pilot study. Items reaching consensus were accepted and rest were resent in round 2. In round 3, a dichotomous scale was used for final approval and to see response stability.

Results: A final set of six EPAs with 87 competencies and respective assessment strategies, all aiming for ‘level 3a’ of supervision was identified. These include recommending cost effective appropriate imaging tests for common pathologies, obtaining informed consent for diagnostic contrast studies, basic interpretation and communication of common pathologies/emergencies on radiographs (chest, abdominal, and skeletal) and on CT brain.

Conclusion: This EPA framework for radiology clerkship is a first step towards a competency-based approach to undergraduate radiology training and assessment.