Entrustable Professional Activities in Clinical Education

Corrigan, Catherine; Moran, Katherine; Kesten, Karen; Conrad, Dianne; Manderscheid, Amy; Beebe, Sarah; Pohl, Elizabeth

doi:10.1097/nne.0000000000001184

Cited by 7 publications

(5 citation statements)

References 35 publications

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“…There have been implementations of EPAs in professional training such as pharmacy (Abeyaratne and Galbraith, 2023;Haines et al, 2017Haines et al, , 2018, nursing (Alexander et al, 2022;Corrigan et al, 2022;Spies and Feutz, 2023), physician assistant studies (Mulder et al, 2010;Acker et al, 2021), dentistry (Arunachalam et al, 2023;Cully et al, 2023;Ehlinger et al, 2023) and dietetics (Bramley et al, 2021(Bramley et al, , 2023. As almost all these implementations are relatively new, there have been few studies regarding the effectiveness of these programs.…”

Section: Developing Entrustable Professional Activitiesmentioning

confidence: 99%

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Entrustable professional activities: a model for job activity competency framework with microcredentials

Ma¹,

Cate

2023

IJILT

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PurposeJob competency frameworks are based on the listing skills required for a job. The assumption is that if a candidate is presumed to have the skills, then the candidate should be able to do the job. Thus, employers hope to identify prospective employees having the required skills. However, this may differ from knowing whether the employee is ready to be trusted to do the job activities with minimal or no supervision. The authors pose the question how employers might know about the capability of prospective employees to perform the job activities for which the employees are being hired.Design/methodology/approachIn health professions education, a job activity-based framework has been developed called “entrustable professional activities” (EPAs, activities to be entrusted). This paper reviews the job activity framework and EPAs used in medical education, considering how this might support preparation for work in other sectors of the labor market.FindingsThe authors describe the EPA framework, some implementation issues and how EPAs lead to a type of microcredential being awarded to individuals as the individuals demonstrate that the individuals can be entrusted with specific job activities.Originality/valueThe focus of this paper is to demonstrate that a medical education model could potentially be adopted by other industries to provide employers with information regarding the ability of a prospective employee in performing the job activities required. Such an approach would address employer's concerns about the job readiness of potential employees.

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Section: Developing Entrustable Professional Activitiesmentioning

confidence: 99%

“…, 2017, 2018), nursing (Alexander et al. , 2022; Corrigan et al. , 2022; Spies and Feutz, 2023), physician assistant studies (Mulder et al.…”

Section: Developing Entrustable Professional Activitiesmentioning

confidence: 99%

Entrustable professional activities: a model for job activity competency framework with microcredentials

Ma¹,

Cate

2023

IJILT

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“…While competences are attributes that the learner can have, EPAs consist of units of work that the learner can perform [2]. EPAs were first introduced in postgraduate medical education but over time, the concept has increasingly been applied to undergraduate medical education [5][6][7].…”

Section: Introductionmentioning

confidence: 99%

Clinical supervisors’ experience of a first-time application of entrustable professional activities in clinical supervision of medical students: findings from a Swedish pilot study

Pålsson,

Cederborg,

Johansson

et al. 2024

BMC Med Educ

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Background Recently, all medical universities in Sweden jointly developed a framework for Entrustable Professional Activities (EPAs) for work-based training and assessment. This framework is now being introduced nationally in the new 6-year undergraduate medical programme that directly lead to a licence to practise. When EPAs are introduced, it is of central importance to gain clinical supervisors’ acceptance to apply the framework in their supervision of students. The aim of this study was therefore to investigate how clinical supervisors, not familiar with EPAs, experience clinical supervision using the framework for EPAs. Methods We used a purposive sampling to recruit clinical supervisors. They were given written information on EPAs with a selection of suitable EPAs and the Swedish observation rating scale for assessment of autonomy, and they were offered to attend a 30-minute introductory web course. The participants were informed that EPAs were to be tested, and the students were asked to participate. After the study period the clinical supervisors participated in semi-structured interviews. Inductive qualitative content analysis was used to analyse the transcribed interviews. Results Three general themes emerged in the qualitative analysis: Promoting Feedback, Trusting Assessments and Engaging Stakeholders. The participants described benefits from using EPAs, but pointed out a need for preparation and adaptation to facilitate implementation. The structure was perceived to provide structured support for feedback, student involvement, entrustment decisions, enabling supervisors to allow the students to do more things independently, although some expressed caution to rely on others’ assessments. Another concern was whether assessments of EPAs would be perceived as a form of examination, steeling focus from formative feedback. To understand the concept of EPA, the short web-based course and written information was regarded as sufficient. However, concern was expressed whether EPA could be applied by all clinical supervisors. Involvement and adaption of the workplace was pointed out as important since more frequent observation and feedback, with documentation requirements, increase the time required for supervision. Conclusions EPAs were accepted as beneficial, promoting structured feedback and assessments of the students’ autonomy. Preparation of supervisors and students as well as involvement and adaptation of the workplace was pointed out as important.

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“…Competency context variations range from basic to complex medical conditions and within a variety of populations, for example, child, adult, and older adult. 10 A framework that facilitates the integration of competencies was first developed for medical residents by ten Cate, 11 who introduced EPAs in his seminal article.…”

Section: Introductionmentioning

confidence: 99%

“…The student can demonstrate a competency cluster by applying associated theory in context, for example, scientific knowledge, communication, and empathy. Competency context variations range from basic to complex medical conditions and within a variety of populations, for example, child, adult, and older adult 10 . A framework that facilitates the integration of competencies was first developed for medical residents by ten Cate, 11 who introduced EPAs in his seminal article.…”

Section: Introductionmentioning

confidence: 99%

Competency-Based Education and Entrustable Professional Activities

Corrigan

Moran

Kesten

et al. 2022

CIN: Computers, Informatics, Nursing

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Competency-based education presents challenges in the management of competency attainment, validation, and documentation, especially in clinical education arenas. One approach to competency management is the use of "entrustable professional activities" (EPAs), which are units of professional practice that break down competencies into tasks that students are expected to perform, to equip them to practice safely and independently. Entrustable professional activities can be complex and difficult to manage. An electronic clinical tracking system with an EPA platform provides clarity and targeted outcomes to direct both students and preceptors on what is expected during clinical education, and allows faculty to monitor student progress and facilitate the generation of outcome reports that align with internal and external requirements.

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Entrustable Professional Activities in Clinical Education

Cited by 7 publications

References 35 publications

Entrustable professional activities: a model for job activity competency framework with microcredentials

Entrustable professional activities: a model for job activity competency framework with microcredentials

Clinical supervisors’ experience of a first-time application of entrustable professional activities in clinical supervision of medical students: findings from a Swedish pilot study

Competency-Based Education and Entrustable Professional Activities

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