'Next steps are…': An exploration of coaching and feedback language in EPA assessment comments.

Purpose: Entrustable Professional Activities (EPA) assessments are intended to facilitate meaningful, low-stakes coaching and feedback, partly through the provision of written comments. We sought to explore EPA assessment comments provided to internal medicine (IM) residents for evidence of feedback and coaching language as well as politeness.

Methods: We collected all written comments from EPA assessments of communication from a first-year IM resident cohort at the University of Toronto.

The Senior Medical Resident's New Role in Assessment in Internal Medicine.

Purpose: With the introduction of competency-based medical education, senior residents have taken on a new, formalized role of completing assessments of their junior colleagues. However, no prior studies have explored the role of near-peer assessment within the context of entrustable professional activities (EPAs) and competency-based medical education. This study explored internal medicine residents' perceptions of near-peer feedback and assessment in the context of EPAs.

Dressing the Part: Gender Differences in Residents' Experiences of Feedback in Internal Medicine.

Purpose: Multiple studies demonstrate that assessment of residents differs by gender, yet little is known about how these differences are experienced by women and men. The authors sought to understand whether the experience of being assessed and receiving feedback differs between men and women internal medicine (IM) residents and how women respond to these experiences.

Method: A constructivist grounded theory approach to data collection and interpretation was used.

Improving Transitions of Care between the Intensive Care Unit and General Internal Medicine Ward. A Demonstration Study.

In-hospital transfers such as from the intensive care unit (ICU) to the general internal medicine (GIM) ward place patients at risk of adverse events. A structured handover tool may improve transitions from the ICU to the GIM ward. To develop, implement, and evaluate a customized user-designed transfer tool to improve transitions from the ICU to the GIM ward.

Tensions in Assessment: The Realities of Entrustment in Internal Medicine.

Purpose: A key unit of assessment in competency-based medical education (CBME) is the entrustable professional activity. The variations in how entrustment is perceived and enacted across specialties are not well understood. This study aimed to develop a thorough understanding of the process, concept, and language of entrustment as it pertains to internal medicine (IM).

Unearthing Faculty and Trainee Perspectives of Feedback in Internal Medicine: the Oral Case Presentation as a Model.

Background: The case presentation is a fundamental activity used in both patient care and trainee education, partly due to feedback from supervisor to trainee. Although feedback in medical education is well studied, prior studies have not focused on the perceptions of feedback by Internal Medicine supervisors and trainees as it relates to clinical activities like the case presentation.

Methods: Semi-structured interviews were conducted with eight Internal Medicine physicians, and 18 Internal Medicine trainees (5 medical students, 13 residents) at the University of Toronto.

Overshadowed by Assessment: Understanding Trainee and Supervisor Perspectives on the Oral Case Presentation in Internal Medicine Workplace-Based Assessment.

Purpose: The oral case presentation (OCP) is an essential part of daily clinical practice in internal medicine (IM) and a key competency in medical education. It is not known how supervisors and trainees perceive OCPs in workplace-based learning and assessment.

Method: Using a constructivist grounded theory approach, 26 semistructured interviews were held with trainees and supervisors (18 clinical clerks and first- through third-year postgraduate trainees, and 8 supervisors) on the IM clinical teaching unit at the University of Toronto, 2015-2016.