Education Research: Development of a Workplace-Based Assessment to Enhance EEG Interpretation Skills for Medical Students

Figures

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  Figure 1. Progression of Entrustment Across Serial EEG Workplace-Based Assessments Stepwise increase in faculty-reported entrustment with completion of serial EEG WBAs. Faculty ratings demonstrate decreasing levels of required assistance across 4 sequential WBAs (mean ± SEM). A significant reduction in WBAs rated as “I helped a lot” was observed from week 1 to week 2 (n = 79 WBAs completed by 20 students and assessed by 6 faculty, p = 0.017, Fisher exact test). WBA = workplace-based assessment.

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  Figure 2. Distribution of EEG Features Reviewed During Workplace-Based Assessments (A) Frequency of EEG features identified across WBAs. The most commonly reviewed findings included myogenic artifact, eye blink artifact, posterior dominant rhythm, and sleep spindles. Abnormal findings were less frequent, with focal epileptiform discharges being the most identified abnormality. Less common normal variants were rarely reviewed. (B) Total number of findings as well as (C) Normal Findings, (D) Artifacts, (E) Normal Variants, and (F) Abnormal Findings were equally represented across all 4 WBAs (n = 79 WBAs completed by 20 students and assessed by 6 faculty, p > 0.05, Kruskal-Wallis test). WBA = workplace-based assessment.

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  Figure 3. Feasibility and Educational Value of the EEG Workplace-Based Assessment Survey responses from 16 students and 5 faculty evaluating feasibility and educational value of the EEG WBA. Most respondents agreed or strongly agreed that the WBA was easy to use, contributed to learning EEG interpretation, allowed sufficient time for completion, and would be desirable even if not required. No significant differences were observed between student and faculty responses. WBA = workplace-based assessment.