JMIR Publications

ABSTRACT

Background:

The integration of digital Entrustable Professional Activities (EPAs) and simulations in medical education represents a significant shift towards competency-based learning. This approach focuses on developing specific skills through manageable units and enhancing proficiency in high-stakes environments. The Technology Acceptance Model (TAM) provides a framework to evaluate the adoption of these educational technologies, emphasizing the roles of perceived usefulness and ease of use.

Objective:

This study aims to investigate the acceptance of digital EPAs among medical students within simulated training environments. It seeks to understand how perceived usefulness and ease of use influence this acceptance, guided by the principles of the TAM.

Methods:

The study will involve medical students in the clinical phase of their education at LMU. A survey, distributed through the Module-6 distributor, will capture their perceptions of digital EPAs. A regression analysis will be employed to analyze the data. The required sample size, calculated via G*Power 3.1, is 75 participants, accounting for a 10% margin to address potential dropouts.

Results:

Data collection is anticipated to be complete by July 2024, with analysis concluded by October 2024. The results will provide insights into students' attitudes towards digital EPAs and their willingness to integrate these tools into their learning.

Conclusions:

This study will contribute to the understanding of digital EPAs' role in medical education, potentially guiding future design and implementation of these tools. While highlighting the importance of perceived usefulness and ease of use, the study also acknowledges limitations in sample size and recruitment methodology, indicating the need for further research with more diverse and larger groups. This research is poised to shape future medical training programs, aligning with the evolving landscape of medical education.