Der kompetente Chirurg

Abstract

Competency-based frameworks rely on relevant professional competency rather than formal regulations. The transitional phase between final year undergraduate and common trunk postgraduate medical training is characterized by an increase of professional responsibility whereby previously acquired knowledge, skills and abilities have to be merged and applied to patients. Undergraduate and postgraduate training programs should ensure a successive transfer of responsibility for medical practice to final year students and young residents depending on individual competence. The concept of entrustable professional activities (EPA) represents a curricular concept based on concrete medical tasks which may be assigned to the responsibility of the trainee.

Competency-based Education and Training of medical staff. A Programm of the Medical Academy Waldbreitbach: Concept – Implementation – Materials

“…figure 1 (Fig. 1)) [6]. The necessity of further development of competencies (in a clinical setting) can be explained on three levels:…”

“…One’s own and others’ self-reflection processes of individual action provide an essential contribution to the development of the normative and emotional “characteristics” of competencies. Nevertheless, these fields of competency – those of the so-called “soft skills” – frequently remain underdeveloped with doctors, as they are accorded less importance in practice [6]. One possible reason for this can be seen in the variable meaning of qualification and competency (see table 1 (Tab.…”

Entrustable Professional Activities in final year undergraduate medical training – advancement of the final year training logbook in Germany

“…At the centre of the competency-based concept of entrustable professional activities (EPA) [7], [8] is the continuous monitoring and assessment of performance in relation to defined work units in the clinical setting. The EPA concept is internationally recognized in postgraduate medical training, and also receives increasing attention in undergraduate medical education [9], [10], [11].…”

“…Experiences with EPAs in Germany are limited to a few individual medical schools [7], [14], [15], [16], while comprehensive approaches over all medical schools are missing. The FY seems to be particularly suitable for implementing the EPA concept, as according to the medical licensure law (ÄApprO) and the learning objectives for the FY in the NKLM, students are supposed to “deepen and extend the knowledge, skills and abilities acquired earlier in their studies”.…”

Implementing a logbook on entrustable professional activities in the final year of undergraduate medical education in Germany – a multicentric pilot study

“…This EPA curriculum is based on AMEE Guide No. 99 [5] and Kadmon et al’s [9] concept. The concept defines coarse-grained EPAs by enumerating the required knowledge, skills and attitudes for each EPA, as well as the supervision scale with the EPA levels.…”