Developing Entrustable Professional Activities for Entry Into Clerkship

Chen, H. Carrie; McNamara, Margaret; Teherani, Arianne; Cate, Olle ten; O’Sullivan, Patricia

doi:10.1097/acm.0000000000000988

Cited by 78 publications

(66 citation statements)

References 24 publications

(8 reference statements)

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“…EPAs are core units of professional practice that can be fully entrusted to a trainee as soon as he or she has demonstrated the necessary competence to execute the activity unsupervised, and thus reflect the objectives of postgraduate training (ten Cate 2013b;ten Cate 2014). Various authors have suggested they should be suitable for undergraduate training too (Chen et al 2016;Chen et al 2015;Englander et al 2016). For example, the US Association for American Medical Colleges evoked national interest by proposing 13 EPAs that medical graduates should be able to do with limited supervision when starting residency (Englander et al 2014), as did the Canadian medical schools (Touchie and Boucher 2016).…”

Section: Introductionmentioning

confidence: 99%

The EPA-based Utrecht undergraduate clinical curriculum: Development and implementation

et al. 2018

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The framework of EPAs went through many iterations before it was consolidated. Among the issues that required special attention was the application of a supervision levels scale for sign-off, the necessity to cover all relevant clinical content while not labeling too many small tasks each as a separate EPA, methods of EPA-focused assessment in the workplace and the creation of an e-portfolio model to serve assessment and entrustment.

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Section: Introductionmentioning

confidence: 99%

The EPA-based Utrecht undergraduate clinical curriculum: Development and implementation

et al. 2018

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“…Chen et al used this first phase to know the relevance and adequacy of the levels of competence appropriate to the context in which students develop (Chen, McNamara, et al, 2015).…”

Section: Discussionmentioning

confidence: 99%

Importance of context in entrustable professional activities on surgical undergraduate medical education

Barreto¹,

Durán-Pérez²,

Flores-Morones³

et al. 2018

MedEdPublish

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Objective: The aim of this study was to emphasize the importance of integrating the context to the construction of the specific Entrustable Professional Activities (EPA) for Undergraduate Medical Education (UME). Design: Mixed study with three phases: 1) Exploratory, we searched context with focus groups technique. 2) Construction, we analyzed academic program of our faculty and the national epidemiology. Therefore, we selected the contents and generated each EPA with its milestones and competence levels. 3) Implementation, we conformed a formative assessment tool which was tested at surgery rotation. Setting: We worked with 10 public and private health institutions of secondary and tertiary health care levels which were used as clinical settings for surgery rotation of fifth year medicine course at the Faculty of Medicine of Universidad Nacional Autónoma de México in Mexico City. Participants: In exploratory focus groups, were involved 10 surgeons and 12 medical students. At implementation 64 students participated and 25 gave feedback. All participants were involved voluntary for this study. Results: We constructed eleven surgery specific EPAs for UME, within specific context of the clinical environment of our faculty. Conclusions: We propose these EPAs because they reflected the most important topics or diseases in our country and as educative developers we support the idea that our graduates should be able to attend the population needs of health.

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“…Innovation is the newest word when it comes to medical education, as medical schools charge forward to reconfigure their curriculum. The novel vernacular is experiential learning,1 integrated approaches, and a variety of early clinical experiences 2. The overarching theme of integrated curriculum that medical schools across the USA have deployed is to create better physicians for the 21st century, with the same end result: graduating medical students at the optimal performance level when entering residency.…”

Section: Creating Physicians Of the 21st Century: Assessment Of The Cmentioning

confidence: 99%

Creating physicians of the 21st century: assessment of the clinical years

Vanderbilt¹,

Perkins

Muscaro

et al. 2017

AMEP

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Medical education has been under a constant state of revision for the past several years. The overarching theme of the curriculum revisions for medical schools across the USA has been creating better physicians for the 21st century, with the same end result: graduating medical students at the optimal performance level when entering residency. We propose a robust, thorough assessment process that will address the needs of clerkships, residents, students, and, most importantly, medical schools to best measure and improve clinical reasoning skills that are required for the learning outcomes of our future physicians. The Accreditation Council for Graduate Medical Education (ACGME) evaluates and accredits medical school graduates based on competency-based outcomes and the assessment of specialty-specific milestones; however, there is some evidence that medical school graduates do not consistently meet the Level 1 milestones prior to entering/beginning residency, thus starting their internship year underprepared and overwhelmed. Medical schools should take on the responsibility to provide competency-based assessments for their students during the clinical years. These assessments should be geared toward preparing them with the cognitive competencies and skills needed to successfully transition to residency. Then, medical schools can produce students who will ultimately be prepared for transition to their residency programs to provide quality care.

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Developing Entrustable Professional Activities for Entry Into Clerkship

Abstract: The development of these EPAs indicates support for setting a standard for entry into clerkship, provides guidance for engaging preclerkship students in clinical workplace activities, and can be adapted for use by any institution.

Cited by 78 publications

References 24 publications

The EPA-based Utrecht undergraduate clinical curriculum: Development and implementation

The EPA-based Utrecht undergraduate clinical curriculum: Development and implementation

Importance of context in entrustable professional activities on surgical undergraduate medical education

Creating physicians of the 21st century: assessment of the clinical years

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