Entrustable professional activities for gastroenterology fellowship training

Rose, Suzanne; Fix, Oren K.; Shah, Brijen J.; Jones, Terrell E.; Szyjkowski, Ronald; Bosworth, Brian; Bull-Henry, Kathy; Coyle, Walter; Gyawali, C. Prakash; Koteish, Ayman; Onken, Jane E.; Pandolfino, John E.; Pardi, Darrell S.; Reddy, Gautham P.; Richter, Seth; Savides, Thomas J.; Sedlack, Robert E.

doi:10.1016/j.gie.2014.05.302

Cited by 23 publications

(5 citation statements)

References 11 publications

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“…In addition, members of the NASPGHAN EPA Task Force attended adult gastroenterology working sessions of the Oversight Working Network (OWN). The OWN published a set of 13 EPAs for adult gastroenterology and hepatology, based on guidelines from the American Board of Internal Medicine (19).…”

Section: North American Society For Pediatric Gastroenterology Hepato...mentioning

confidence: 99%

North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition Position Paper on Entrustable Professional Activities

Sauer

Robson

Turmelle

et al. 2020

J. pediatr. gastroenterol. nutr.

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Healthy responses to stressors Mohammadreza Hojat, PhD Take primary responsibility for lifelong learning to improve knowledge, skills and practice performance through familiarity with general and rotations specific goals and objectives and attendance at conferences Lucian Leape, MD Participate in identifying system errors and implementing potential system solutions Lorelei Lingard, PhD Provide appropriate supervision Lorelei Lingard, PhD Self-awareness of one's own knowledge, skill, and emotional limitations that leads to appropriate helpseeking behaviors Lorelei Lingard, PhD Trustworthiness that makes colleagues feel secure when one is responsible for the care of patients Lorelei Lingard, PhD The capacity to accept that ambiguity is part of clinical medicine and to recognize the need for and to utilize appropriate resources in dealing with uncertainty Salvatore Mangione, MD Perform complete and accurate physical examinations Debra Rotor, DrPH, MPH Interview patients and families about the particulars for the medical condition for which they seek care, with specific attention to behavioral, psychosocial, environmental, and family unit correlates of disease David Stern, MD The entire professionalism competency domain Advocate for quality patient care and optimal patient care systems Rachel Yudkowsky, MD, MHPE Perform complete and accurate physical examinationsPrevious studies 9-10 have shown declination in interpersonal communication skills with advancing medical education. This may not be surprising given that the emphasis on t eaching medical interviewing skills is limited to early in the undergraduate medical education curriculum. Given that competence is a habit 11 and that skill maintenance depends on " deliberate practice" 12 , the continued focus on t hese foundational skills throughout the graduate medical education years is important. Additional ConsiderationsWhat characteristics aid a physician in becoming one who participates in education of patients and families? One study looked at characteristics, capacities, and skills that distinguish physicians as good at patient communication/education. 9 In this particular study, the term "capacities" refers to physicians' values, beliefs, and intentions concerning the patient. Thus, capacities encompass constructs such as compassion, empathy, respect, honesty, and integrity. In this study, the patients were adolescents, and the components that appear to be necessary to educate and communicate with this group of pediatric patients are empathy, nonjudgmental attitude, and self-reflection. 9 In pediatrics, physicians must utilize the principles outlined above, but they must also modify and be flexible with regard to various ages, developmental stages and literacy levels.

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Section: North American Society For Pediatric Gastroenterology Hepato...mentioning

confidence: 99%

North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition Position Paper on Entrustable Professional Activities

Sauer

Robson

Turmelle

et al. 2020

J. pediatr. gastroenterol. nutr.

View full text Add to dashboard Cite

show abstract

“…8 Furthermore, EPA has the following advantages: it does not require a specific amount of time such as a written test; it is observable and measurable and consistent with the judgement that the physician can be entrusted with the task; it can be assessed in consideration of the level of instruction; and it can be done by the physician themselves. [9][10][11] In Japan, postgraduate training is called residency training, which means there is a 2-year period of initial training after completing 6 years of undergraduate medical education and obtaining a medical license. During this residency training, residents rotate through various departments and acquire a wide range of basic knowledge and skills before advancing to a specialty department.…”

Section: Introductionmentioning

confidence: 99%

Development of entrustable professional activities for residents rotating nephrology department in a Japanese university hospital: a Delphi study

et al. 2021

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ObjectivesTraining strategies regarding entrustable professional activities (EPAs) vary from country to country; one such strategy is for residents. However, there are no reports of EPAs developed for residents who rotate to the nephrology departments. We aimed to construct such EPAs, which could be generalised to other institutions.DesignPurposive design and a modified Delphi method to build consensus.SettingThe department of nephrology in a university hospital in Aichi Prefecture, Japan.ParticipantsBased on the attainment goals used in our department, an initial list was developed within the research group. The expert panel included 25 nephrologists from our affiliate hospital. Responses were based on a 5-point method and agreement was reached if both (A) and (B) were met: (A) mean≥4 with a SD <1; (B) more than 75% of respondents rated the item 4 or more. With agreement, the item was left for the next round. This round was repeated.ResultsAn initial list of 11 items was developed; after three Delphi rounds and revisions, eight items remained that were then established as the final EPAs. These items can serve as a list of goals to be reached by residents who rotate to the department of nephrology. The results indicated that most of the experts believed residents should be able to perform tasks deemed necessary or urgent for all physicians, such as those that deal with hyperkalaemia and heart failure.ConclusionsThe concept of EPAs enabled us to develop goals and evaluation criteria for residents’ training in nephrology. This study can serve as a springboard for future discussions and contribute to the development of resident education in nephrology.

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“…Much of the literature to date on EPAs has served to delineate the concept and establish EPAs for various specialties, including internal medicine, 10,11 family medicine, 12,13 pediatrics, 14 developmental-behavioral pediatrics, 15 geriatrics, 16 pulmonary and critical care, 17 hematology/oncology, 18 gastroenterology, 19 and radiology, 20 in the United States and abroad, and for undergraduate medical education. 21,22 In their recent publication in Human Pathology , Powell and Wallschlaeger provide examples of possible EPAs for pathology, give a detailed description of performance of an autopsy as an example of an EPA, and advocate for the development of EPAs for pathology on the national level.…”

Section: Introductionmentioning

confidence: 99%

Entrustable Professional Activities for Pathology

et al. 2017

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Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.

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Entrustable professional activities for gastroenterology fellowship training

Cited by 23 publications

References 11 publications

North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition Position Paper on Entrustable Professional Activities

North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition Position Paper on Entrustable Professional Activities

Development of entrustable professional activities for residents rotating nephrology department in a Japanese university hospital: a Delphi study

Entrustable Professional Activities for Pathology

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