Core Entrustable Professional Activities for Entering Residency Pilot Group Update: Considerations for Medical Science Educators

Lomis, Kimberly D.; Ryan, Michael S.; Amiel, Jonathan; Cocks, Patrick; Uthman, Margaret; Esposito, Karin

doi:10.1007/s40670-016-0282-3

Cited by 18 publications

(17 citation statements)

References 7 publications

(7 reference statements)

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“…For eg: A year 1 PG trainee could be entrusted with providing information to a patient about his diagnosis, but he may not be able to demonstrate the competencies needed for breaking bad news or resolving conflicts with patients too. Also, various other EPAs identified in the literature may also have overlapping knowledge, skills and attitudes [ 74 ]. This is because of the particular knowledge and skill base developed by a student in the early years of medical training will enable them to develop cognitive schemas [ 75 ], which will aid in clinical decision making for various tasks during clinical practice and not necessarily a single task only.…”

Section: Discussionmentioning

confidence: 99%

Entrustment in physician-patient communication: a modified Delphi study using the EPA approach

2021

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Background Competency based curricula across the globe stress on the importance of effective physician patient communication. A variety of courses have been used to train physicians for this purpose. However, few of them link competencies with practice resulting in confusions in implementation and assessment. This issue can be resolved by treating certain specific patient communication related tasks as acts of entrustment or entrustable professional activities (EPAs). In this study, we aimed to define a competency-based framework for assessing patient physician communication using the language of EPAs. Methods A modified Delphi study was conducted in three stages. The first stage was an extensive literature review to identify and elaborate communication related tasks which could be treated as EPAs. The second stage was content validation by medical education experts for clarity and representativeness. The third stage was three iterative rounds of modified Delphi with predefined consensus levels. The McNemar test was used to check response stability in the Delphi Rounds. Results Expert consensus resulted in development of 4 specific EPAs focused on physician-patient communication with their competencies and respective assessment strategies all aiming for level 5 of unsupervised practice. These include Providing information to the patient or their family about diagnosis or prognosis; Breaking Bad news to the patient or their family; Counseling a patient regarding their disease or illness; Resolving conflicts with patients or their families. Conclusions The EPAs for Physician-patient communication are a step toward an integrative, all-inclusive competency-based assessment framework for patient-centered care. They are meant to improve the quality of physician patient interaction by standardizing communication as a decision of entrustment. The EPAs can be linked to competency frameworks around the world and provide a useful assessment framework for effective training in patient communication. They can be integrated into any post graduate curriculum and can also serve as a self-assessment tool for postgraduate training programs across the globe to improve their patient communication curricula.

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Section: Discussionmentioning

confidence: 99%

Entrustment in physician-patient communication: a modified Delphi study using the EPA approach

2021

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“…4 Despite these calls to action, current evidence suggests postgraduate trainees are not yet achieving the AAMC's core competencies for interprofessional collaboration. 5 In a study published in this journal, Zabar and colleagues noted that fewer than half of residents performed well on an objective structured clinical exam (OSCE) of core competencies for interprofessional collaboration. 6 Moreover, the medical student training necessary to develop these skills is not well defined.…”

Section: Introductionmentioning

confidence: 99%

Interprofessional Collaboration: A Qualitative Study of Non-Physician Perspectives on Resident Competency

et al. 2017

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Discussion of how physician trainees can best learn to collaborate as members of an interprofessional team must include non-physician perspectives. Training designed to provide medical students and residents with a better understanding of non-physician roles and to enhance mutual support and communication skills may be critical in achieving the AAMC's goals of making physicians effective members of interprofessional teams, and thus improving patient-centered care. We hope that medical educators will include these areas identified as important by non-physicians in targeted team training for their learners.

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“…Considering all tasks in physician-patient communication as one whole would therefore not be feasible as it would be di cult to assess the learner for all the tasks involved in patient communication.For eg :A year 1 PG trainee could be entrusted with providing information to a patient about his diagnosis, but he may not be able to demonstrate the competencies needed for breaking bad news or resolving con icts with patients too. Also, various other EPAs identi ed in the literature may also have overlapping knowledge, skills and attitudes (74). This is because of the particular knowledge and skill base developed by a student in the early years of medical training will enable them to develop cognitive schemas (75), which will aid in clinical decision making for various tasks during clinical practice and not necessarily a single task only.…”

Section: Discussionmentioning

confidence: 99%

Entrustment in Physician -patient communication: a modified Delphi study using the EPA approach

Younas¹,

Khan

Yasmin

2021

Preprint

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Background Competency based curricula across the globe stress on the importance of effective physician patient communication. A variety of courses have been used to train physicians for this purpose. However, few of them link competencies with practice resulting in confusions in implementation and assessment. This issue can be resolved by treating certain specific patient communication related tasks as acts of entrustment or entrustable professional activities (EPAs). In this study, we aimed to define a competency-based framework for assessing patient physician communication using the language of EPAs. Methods A modified Delphi study was conducted in three stages. The first stage was an extensive literature review to identify and elaborate communication related tasks which could be treated as EPAs. The second stage was content validation by medical education experts for clarity and representativeness.The third stage was three iterative rounds of modified Delphi with predefined consensus levels. The McNemar test was used to check response stability in the Delphi Rounds Results Expert consensus resulted in development of 4 specific EPAs focused on physician-patient communication with their competencies and respective assessment strategies all aiming for level 5 of unsupervised practice. These include Providing information to the patient or their family about diagnosis or prognosis; Breaking Bad news to the patient or their family; Counseling a patient regarding their disease or illness; Resolving conflicts with patients or their families. Conclusions The EPAs for Physician-patient communication are a step toward an integrative, all-inclusive competency-based assessment framework for patient-centered care. They are meant to improve the quality of physician patient interaction by standardizing communication as a decision of entrustment. The EPAs can be linked to competency frameworks around the world and provide a useful assessment framework for effective training in patient communication. They can be integrated into any post graduate curriculum and can also serve as a self -assessment tool for postgraduate training programs across the globe to improve their patient communication curricula.

show abstract

Core Entrustable Professional Activities for Entering Residency Pilot Group Update: Considerations for Medical Science Educators

Cited by 18 publications

References 7 publications

Entrustment in physician-patient communication: a modified Delphi study using the EPA approach

Entrustment in physician-patient communication: a modified Delphi study using the EPA approach

Interprofessional Collaboration: A Qualitative Study of Non-Physician Perspectives on Resident Competency

Entrustment in Physician -patient communication: a modified Delphi study using the EPA approach

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