Background: Recent reports suggest that faculty development (FD) programs need
a structured framework to design training and assess improvement in teaching performance
of participants. Entrustable professional activities (EPAs) can serve as a novel framework to
plan and conduct structured FD programs, and to assess the proficiency of small group
facilitators after training. Objective: The researchers aimed to develop an EPAs framework for
small group facilitators. Design: In March 2019, three workshops were organized to develop
the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three
sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed,
and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped
professional tasks with relevant competencies. Results: A total of 15 teachers and 15
studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into
11 tasks and 17 competencies after removing duplicating and non-qualifying professional
tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal
training and entrustment of small group facilitators. It can also guide small group facilitators
in their continuous professional development and in building their teaching portfolios
Background: Recent reports suggest that faculty development (FD) programs need
a structured framework to design training and assess improvement in teaching performance
of participants. Entrustable professional activities (EPAs) can serve as a novel framework to
plan and conduct structured FD programs, and to assess the proficiency of small group
facilitators after training. Objective: The researchers aimed to develop an EPAs framework for
small group facilitators. Design: In March 2019, three workshops were organized to develop
the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three
sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed,
and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped
professional tasks with relevant competencies. Results: A total of 15 teachers and 15
studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into
11 tasks and 17 competencies after removing duplicating and non-qualifying professional
tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal
training and entrustment of small group facilitators. It can also guide small group facilitators
in their continuous professional development and in building their teaching portfolios
Background: Recent reports suggest that faculty development (FD) programs need
a structured framework to design training and assess improvement in teaching performance
of participants. Entrustable professional activities (EPAs) can serve as a novel framework to
plan and conduct structured FD programs, and to assess the proficiency of small group
facilitators after training. Objective: The researchers aimed to develop an EPAs framework for
small group facilitators. Design: In March 2019, three workshops were organized to develop
the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three
sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed,
and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped
professional tasks with relevant competencies. Results: A total of 15 teachers and 15
studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into
11 tasks and 17 competencies after removing duplicating and non-qualifying professional
tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal
training and entrustment of small group facilitators. It can also guide small group facilitators
in their continuous professional development and in building their teaching portfolios
Background: Recent reports suggest that faculty development (FD) programs need
a structured framework to design training and assess improvement in teaching performance
of participants. Entrustable professional activities (EPAs) can serve as a novel framework to
plan and conduct structured FD programs, and to assess the proficiency of small group
facilitators after training. Objective: The researchers aimed to develop an EPAs framework for
small group facilitators. Design: In March 2019, three workshops were organized to develop
the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three
sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed,
and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped
professional tasks with relevant competencies. Results: A total of 15 teachers and 15
studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into
11 tasks and 17 competencies after removing duplicating and non-qualifying professional
tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal
training and entrustment of small group facilitators. It can also guide small group facilitators
in their continuous professional development and in building their teaching portfolios
Background: Recent reports suggest that faculty development (FD) programs need
a structured framework to design training and assess improvement in teaching performance
of participants. Entrustable professional activities (EPAs) can serve as a novel framework to
plan and conduct structured FD programs, and to assess the proficiency of small group
facilitators after training. Objective: The researchers aimed to develop an EPAs framework for
small group facilitators. Design: In March 2019, three workshops were organized to develop
the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three
sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed,
and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped
professional tasks with relevant competencies. Results: A total of 15 teachers and 15
studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into
11 tasks and 17 competencies after removing duplicating and non-qualifying professional
tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal
training and entrustment of small group facilitators. It can also guide small group facilitators
in their continuous professional development and in building their teaching portfolios
Background: Recent reports suggest that faculty development (FD) programs need
a structured framework to design training and assess improvement in teaching performance
of participants. Entrustable professional activities (EPAs) can serve as a novel framework to
plan and conduct structured FD programs, and to assess the proficiency of small group
facilitators after training. Objective: The researchers aimed to develop an EPAs framework for
small group facilitators. Design: In March 2019, three workshops were organized to develop
the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three
sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed,
and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped
professional tasks with relevant competencies. Results: A total of 15 teachers and 15
studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into
11 tasks and 17 competencies after removing duplicating and non-qualifying professional
tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal
training and entrustment of small group facilitators. It can also guide small group facilitators
in their continuous professional development and in building their teaching portfolios
Background: Recent reports suggest that faculty development (FD) programs need
a structured framework to design training and assess improvement in teaching performance
of participants. Entrustable professional activities (EPAs) can serve as a novel framework to
plan and conduct structured FD programs, and to assess the proficiency of small group
facilitators after training. Objective: The researchers aimed to develop an EPAs framework for
small group facilitators. Design: In March 2019, three workshops were organized to develop
the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three
sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed,
and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped
professional tasks with relevant competencies. Results: A total of 15 teachers and 15
studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into
11 tasks and 17 competencies after removing duplicating and non-qualifying professional
tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal
training and entrustment of small group facilitators. It can also guide small group facilitators
in their continuous professional development and in building their teaching portfolios
Background: Recent reports suggest that faculty development (FD) programs need
a structured framework to design training and assess improvement in teaching performance
of participants. Entrustable professional activities (EPAs) can serve as a novel framework to
plan and conduct structured FD programs, and to assess the proficiency of small group
facilitators after training. Objective: The researchers aimed to develop an EPAs framework for
small group facilitators. Design: In March 2019, three workshops were organized to develop
the EPAs framework by using a participatory action design approach. An orientation workshop was conducted to train the participating students and teachers. Then, a design workshop was conducted to develop the EPA framework, where data were collected from three
sources: scribe notes, audio recordings, and field charts. Thematic analysis was performed,
and consensus was sought from participants on the extracted professional tasks and competencies in the consensus workshop. In the third workshop, the participants also mapped
professional tasks with relevant competencies. Results: A total of 15 teachers and 15
studentsf participated in the co-design process. Through a robust thematic analysis of multisource data, 57 professional tasks and 52 competencies emerged, which were converged into
11 tasks and 17 competencies after removing duplicating and non-qualifying professional
tasks and competencies. Finally, a consensus was achieved on nine tasks and 12 competencies. Conclusions: The proposed EPAs framework can serve as a road map for longitudinal
training and entrustment of small group facilitators. It can also guide small group facilitators
in their continuous professional development and in building their teaching portfolios
