Educational priorities of students in the entrustable professional activity era

Abstract

A total of 113 students participated. The top three EPA-based educational priorities were 'recognising a patient requiring urgent/emergent care' (EPA10), 'performing procedures of a physician' (EPA12) and 'collaborating as an interprofessional' (EPA9). Over 80 per cent of students rated 'managing time efficiently' and 'communicating around care transitions' as very important pre-internship skills. Of the institutional objectives, 87 per cent rated 'recognising critically ill patients' and 'knowing when to ask for help' as the most important pre-internship skills. The voice of senior medical students is lacking CONCLUSIONS: Although the emphasis on knowing when to ask for help and communication around care transitions differed somewhat across stakeholders, educational priorities were shared by students, residents, educators and institutional objectives. These preliminary data support national assessments of perceptions and achievements of senior medical students to guide residency readiness in the EPA era.

Pharmacy Student Perceptions of the Entrustable Professional Activities

“…Abbreviations: P15first professional year; P25second professional year; P35third professional year; P45fourth professional year EPA Level of Entrustability: 15observation only, 25direct supervision, 35indirect supervision, 45periodic supervision, 55general direction requires the same purposeful curricular design as pharmacotherapy to prepare students for direct patient care roles. 11 Our results suggest students do not feel ready to carry out this practice management role. The percentage of students who identified this EPA among the roles they were least prepared to perform steadily increased with each year of the curriculum, suggesting students may become more aware of the complexity of managing pharmacy operations as they progress through the program.…”

Building a Shared Mental Model of Competence Across the Continuum: Trainee Perceptions of Subinternships for Residency Preparation

“…Since development of the SICC, others, including students, have reiterated these gaps. 14,15 The UMMS SICC maintains the overall expectation that students perform at the level of an intern before clerkship completion (with appropriate logistical restrictions) while caring for patients requiring high acuity care. More specifically, while students may practice entering orders and prescriptions (Core EPA 4) on other rotations, the SICC is the only rotation during which doing so and progressing to entrustment at the level of indirect supervision is an expectation among students and supervisors alike.…”

Entrustable Professional Activities: What, why, who, when, how, and what now?

“…Many students admitted they were unclear as to what they would be expected to do in practice beyond order fulfillment. The EPA statements provided a roadmap for faculty, preceptors, and students by setting expectations . Pharmacy practitioners and health care organizations also benefit from the EPAs because they provide a clearer understanding regarding the roles and responsibilities that pharmacists should fulfill .…”