Development of EPAT: An assessment tool for pediatric hematology/oncology training programs

Daniel C Moreira; Monika L Metzger; Federico Antillón-Klussmann; Oscar González-Ramella; Yijin Gao; Faiha Bazzeh; Janet Middlekauff; Leeanna Fox Irwin; Miriam L Gonzalez; Guillermo Chantada; Ronald D Barr; Timothy Garrington; Caroline Hastings; Tezer Kutluk; Raya Saab; Muhammad Saghir Khan; Vaskar Saha; Carlos Rodríguez-Galindo; Paola Friedrich

doi:10.1002/cncr.34946

Development of EPAT: An assessment tool for pediatric hematology/oncology training programs

Daniel C Moreira, Monika L Metzger, Federico Antillón-Klussmann, Oscar González-Ramella, Yijin Gao, Faiha Bazzeh, Janet Middlekauff, Leeanna Fox Irwin, Miriam L Gonzalez, Guillermo Chantada, Ronald D Barr, Timothy Garrington, Caroline Hastings, Tezer Kutluk, Raya Saab, Muhammad Saghir Khan, Vaskar Saha, Carlos Rodríguez-Galindo, Paola Friedrich

Research output: Contribution to journal › Article › peer-review

Abstract

PURPOSE: In the absence of a standardized tool to assess the quality of pediatric hematology/oncology training programs, the Education Program Assessment Tool (EPAT) was conceptualized as a user-friendly and adaptable tool to evaluate and identify areas of opportunity, pinpoint needed modifications, and monitor progress for training programs around the world.

METHODS: The development of EPAT consisted of three main phases: operationalization, consensus, and piloting. After each phase, the tool was iteratively modified based on feedback to improve its relevance, usability, and clarity.

RESULTS: The operationalization process led to the development of 10 domains with associated assessment questions. The two-step consensus phase included an internal consensus phase to validate the domains and a subsequent external consensus phase to refine the domains and overall function of the tool. EPAT domains for programmatic evaluation are hospital infrastructure, patient care, education infrastructure, program basics, clinical exposure, theory, research, evaluation, educational culture, and graduate impact. EPAT was piloted in five training programs in five countries, representing diverse medical training and patient care contexts for proper validation of the tool. Face validity was confirmed by a correlation between the perceived and calculated scores for each domain (r = 0.78, p < .0001).

CONCLUSIONS: EPAT was developed following a systematic approach, ultimately leading to a relevant tool to evaluate the different core elements of pediatric hematology/oncology training programs across the world. With EPAT, programs will have a tool to quantitatively evaluate their training, allowing for benchmarking with centers at the local, regional, and international level.

Original language	English
Pages (from-to)	3448-3456
Number of pages	9
Journal	Cancer
Volume	129
Issue number	21
DOIs	https://doi.org/10.1002/cncr.34946
Publication status	Published - 1 Nov 2023

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Moreira, D. C., Metzger, M. L., Antillón-Klussmann, F., González-Ramella, O., Gao, Y., Bazzeh, F., Middlekauff, J., Fox Irwin, L., Gonzalez, M. L., Chantada, G., Barr, R. D., Garrington, T., Hastings, C., Kutluk, T., Saab, R., Khan, M. S., Saha, V., Rodríguez-Galindo, C., & Friedrich, P. (2023). Development of EPAT: An assessment tool for pediatric hematology/oncology training programs. Cancer, 129(21), 3448-3456. https://doi.org/10.1002/cncr.34946

@article{26cf56c09d3d4c4fa8232dd1e12d6c9b,

title = "Development of EPAT: An assessment tool for pediatric hematology/oncology training programs",

abstract = "PURPOSE: In the absence of a standardized tool to assess the quality of pediatric hematology/oncology training programs, the Education Program Assessment Tool (EPAT) was conceptualized as a user-friendly and adaptable tool to evaluate and identify areas of opportunity, pinpoint needed modifications, and monitor progress for training programs around the world.METHODS: The development of EPAT consisted of three main phases: operationalization, consensus, and piloting. After each phase, the tool was iteratively modified based on feedback to improve its relevance, usability, and clarity.RESULTS: The operationalization process led to the development of 10 domains with associated assessment questions. The two-step consensus phase included an internal consensus phase to validate the domains and a subsequent external consensus phase to refine the domains and overall function of the tool. EPAT domains for programmatic evaluation are hospital infrastructure, patient care, education infrastructure, program basics, clinical exposure, theory, research, evaluation, educational culture, and graduate impact. EPAT was piloted in five training programs in five countries, representing diverse medical training and patient care contexts for proper validation of the tool. Face validity was confirmed by a correlation between the perceived and calculated scores for each domain (r = 0.78, p < .0001).CONCLUSIONS: EPAT was developed following a systematic approach, ultimately leading to a relevant tool to evaluate the different core elements of pediatric hematology/oncology training programs across the world. With EPAT, programs will have a tool to quantitatively evaluate their training, allowing for benchmarking with centers at the local, regional, and international level.",

author = "Moreira, {Daniel C} and Metzger, {Monika L} and Federico Antill{\'o}n-Klussmann and Oscar Gonz{\'a}lez-Ramella and Yijin Gao and Faiha Bazzeh and Janet Middlekauff and {Fox Irwin}, Leeanna and Gonzalez, {Miriam L} and Guillermo Chantada and Barr, {Ronald D} and Timothy Garrington and Caroline Hastings and Tezer Kutluk and Raya Saab and Khan, {Muhammad Saghir} and Vaskar Saha and Carlos Rodr{\'i}guez-Galindo and Paola Friedrich",

note = "{\textcopyright} 2023 American Cancer Society.",

year = "2023",

month = nov,

day = "1",

doi = "10.1002/cncr.34946",

language = "English",

volume = "129",

pages = "3448--3456",

journal = "Cancer",

issn = "0008-543X",

publisher = "John Wiley & Sons Ltd",

number = "21",

}

Moreira, DC, Metzger, ML, Antillón-Klussmann, F, González-Ramella, O, Gao, Y, Bazzeh, F, Middlekauff, J, Fox Irwin, L, Gonzalez, ML, Chantada, G, Barr, RD, Garrington, T, Hastings, C, Kutluk, T, Saab, R, Khan, MS, Saha, V, Rodríguez-Galindo, C & Friedrich, P 2023, 'Development of EPAT: An assessment tool for pediatric hematology/oncology training programs', Cancer, vol. 129, no. 21, pp. 3448-3456. https://doi.org/10.1002/cncr.34946

TY - JOUR

T1 - Development of EPAT

T2 - An assessment tool for pediatric hematology/oncology training programs

AU - Moreira, Daniel C

AU - Metzger, Monika L

AU - Antillón-Klussmann, Federico

AU - González-Ramella, Oscar

AU - Gao, Yijin

AU - Bazzeh, Faiha

AU - Middlekauff, Janet

AU - Fox Irwin, Leeanna

AU - Gonzalez, Miriam L

AU - Chantada, Guillermo

AU - Barr, Ronald D

AU - Garrington, Timothy

AU - Hastings, Caroline

AU - Kutluk, Tezer

AU - Saab, Raya

AU - Khan, Muhammad Saghir

AU - Saha, Vaskar

AU - Rodríguez-Galindo, Carlos

AU - Friedrich, Paola

PY - 2023/11/1

Y1 - 2023/11/1

N2 - PURPOSE: In the absence of a standardized tool to assess the quality of pediatric hematology/oncology training programs, the Education Program Assessment Tool (EPAT) was conceptualized as a user-friendly and adaptable tool to evaluate and identify areas of opportunity, pinpoint needed modifications, and monitor progress for training programs around the world.METHODS: The development of EPAT consisted of three main phases: operationalization, consensus, and piloting. After each phase, the tool was iteratively modified based on feedback to improve its relevance, usability, and clarity.RESULTS: The operationalization process led to the development of 10 domains with associated assessment questions. The two-step consensus phase included an internal consensus phase to validate the domains and a subsequent external consensus phase to refine the domains and overall function of the tool. EPAT domains for programmatic evaluation are hospital infrastructure, patient care, education infrastructure, program basics, clinical exposure, theory, research, evaluation, educational culture, and graduate impact. EPAT was piloted in five training programs in five countries, representing diverse medical training and patient care contexts for proper validation of the tool. Face validity was confirmed by a correlation between the perceived and calculated scores for each domain (r = 0.78, p < .0001).CONCLUSIONS: EPAT was developed following a systematic approach, ultimately leading to a relevant tool to evaluate the different core elements of pediatric hematology/oncology training programs across the world. With EPAT, programs will have a tool to quantitatively evaluate their training, allowing for benchmarking with centers at the local, regional, and international level.

AB - PURPOSE: In the absence of a standardized tool to assess the quality of pediatric hematology/oncology training programs, the Education Program Assessment Tool (EPAT) was conceptualized as a user-friendly and adaptable tool to evaluate and identify areas of opportunity, pinpoint needed modifications, and monitor progress for training programs around the world.METHODS: The development of EPAT consisted of three main phases: operationalization, consensus, and piloting. After each phase, the tool was iteratively modified based on feedback to improve its relevance, usability, and clarity.RESULTS: The operationalization process led to the development of 10 domains with associated assessment questions. The two-step consensus phase included an internal consensus phase to validate the domains and a subsequent external consensus phase to refine the domains and overall function of the tool. EPAT domains for programmatic evaluation are hospital infrastructure, patient care, education infrastructure, program basics, clinical exposure, theory, research, evaluation, educational culture, and graduate impact. EPAT was piloted in five training programs in five countries, representing diverse medical training and patient care contexts for proper validation of the tool. Face validity was confirmed by a correlation between the perceived and calculated scores for each domain (r = 0.78, p < .0001).CONCLUSIONS: EPAT was developed following a systematic approach, ultimately leading to a relevant tool to evaluate the different core elements of pediatric hematology/oncology training programs across the world. With EPAT, programs will have a tool to quantitatively evaluate their training, allowing for benchmarking with centers at the local, regional, and international level.

U2 - 10.1002/cncr.34946

DO - 10.1002/cncr.34946

M3 - Article

C2 - 37417913

SN - 0008-543X

VL - 129

SP - 3448

EP - 3456

JO - Cancer

JF - Cancer

IS - 21

ER -

Development of EPAT: An assessment tool for pediatric hematology/oncology training programs

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