(1109) Resident Perspectives on Informatics-Driven CBME: A Nationwide Survey of Digital EPA Practice in Otolaryngology Training

Introduction: Digital platforms are increasingly used to operationalize competency-based medical education (CBME), yet how residents perceive informatics-enabled EPA assessment—especially its value for professional and personal development—remains under-described. We evaluated resident perspectives on Taiwan’s national Emyway platform.

Methods: We conducted a nationwide cross-sectional survey of otolaryngology residents and recent graduates who used Emyway. A 46-item questionnaire (5-point Likert) assessed CBME cognition, learning experience, teaching interaction, feedback/coaching effectiveness, professional competence development, clinical decision-making, career planning, work stress and coping strategies, platform usability, peer/team interaction, and overall satisfaction. Descriptive statistics and trainee-versus-graduate comparisons were performed.

Results: We analyzed 148 responses (mean age 32.7±5.6); 103 (69.6%) were in training and 43 (29.1%) had completed training. Perceived feasibility was high: 132/148 (89.2%) agreed or strongly agreed they could initiate EPAs on Emyway, 128/148 (86.5%) rated the interface user-friendly, and 124/148 (83.8%) reported the platform helped track learning progress. Across domains, most respondents endorsed educational benefit, reporting that EPA use supported feedback engagement, learning opportunities, clinical decision-making development, and career planning. Some residents perceived that using EPAs on the Emyway platform increased workload-related stress, while also reporting coping strategies and access to institutional support.

Conclusions: Residents perceive a national informatics-enabled CBME platform as feasible and educationally meaningful, supporting both professional growth and personal development beyond assessment documentation. Optimizing workflow integration and support structures may sustain benefits while mitigating stress.