From Family Medicine Milestones to Entrustable Professional Activities (Epas)

Bhuyan, Natasha; Miser, William F.; Dickson, Gretchen; Jarvis, James W.; Maxwell, Lisa; Mazzone, Michael; Mitchell, Karen; Schultz, Stephen; Shaffer, Todd; Tuggy, Michael

doi:10.1370/afm.1679

Cited by 9 publications

(10 citation statements)

References 5 publications

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“…Many papers discussed the barriers to and the possible implementations of EPAs in UME and specific medical fields such as physical therapy, neurology, anaesthesiology and pharmacology ( n = 11). Seven papers criticised and described the potential benefits and relevance of EPAs in their fields, specifically in family medicine, neurology, anaesthesiology, physical therapy and pharmacology, whereas three papers argued about the use of core EPAs in UME and how EPAs can be further refined to bridge the continuum between UME and GME. One paper even proposed the adaptation of the EPA framework in Germany, Switzerland and Austria to reform the current postgraduate medical education systems…”

Section: Resultsmentioning

confidence: 99%

Entrustable professional activities in health care education: a scoping review

et al. 2019

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CONTEXT The shift in medical education from time-based learning to outcome-based learning has drawn much attention to entrustable professional activities (EPAs) as an ideal assessment framework to translate competencies into clinical practice. Given the relative novelty of EPAs, this review aims to highlight research gaps and explore and consolidate available evidence pertaining to the development and implementation of EPAs in health care.RESULTS Eighty articles were included in the review. All articles were published between 2010 and 2018. Three major themes and eight subthemes were generated: (i) development of EPAs (frameworks for EPA development and implementation, identifying core or specialtyspecific EPAs, and EPAs for faculty development), (ii) evaluation of EPAs and EPA entrustment factors (revised curriculum, entrustment decisions for professional activities, and feedback on implemented EPAs and the development process), and (iii) future directions and recommendations for EPAs (implementation of EPAs in undergraduate medical education and specific disciplines, and other criticisms and recommendations for EPAs).CONCLUSIONS Entrustable professional activities are an essential means to translate competencies into observable and measurable clinical practice. However, high-level evidencebased research on the efficacy, development and implementation of EPAs for specific target groups (i.e. undergraduates and staff) and geographical regions (i.e. Asia and Africa) is still lacking, which suggests a direction for future research.

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Section: Resultsmentioning

confidence: 99%

Entrustable professional activities in health care education: a scoping review

et al. 2019

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“…5,6 Graduate medical educators have started to implement EPAs as a framework for assessment across specialties. [7][8][9][10] Undergraduate medical educators are beginning to consider how trust can inform student assessment, particularly in settings that afford longitudinal contact between students and supervisors and meaningful student roles. 11,12 Nationally, the Association of American Medical Colleges (AAMC) has proposed EPAs for graduating students to ensure readiness for residency.…”

Section: Introductionmentioning

confidence: 99%

Using a Curricular Vision to Define Entrustable Professional Activities for Medical Student Assessment

et al. 2015

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“…Perhaps the more important question is whether EPA can improve the quality and safety of care this patient receives. To quote Buhyan et al ., ‘Ultimately, the EPA should be a list of what the public can expect from their family physicians’ . In theory, an EPA‐based training programme can equip Simon's supervisor to make an informed, safe entrustment decision.…”

Section: Resultsmentioning

confidence: 99%

The ABCs of entrustable professional activities: an overview of ‘entrustable professional activities’ in medical education

El-Haddad

Damodaran

McNeil

et al. 2016

Internal Medicine Journal

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Consultants regularly need to decide whether a trainee can be entrusted to perform a clinical activity independently. 'Entrustable professional activities' (EPA) provide a framework for justifying and better utilising supervisor entrustment decisions for trainee feedback and assessment in the workplace. Since being proposed by Olle ten Cate in 2005, EPA are emerging as an integral part of many international medical curricula, and are being considered by the Royal Australasian College of Physicians in the current review of physician training. EPA are defined as tasks or responsibilities that can be entrusted to a trainee once sufficient competence is reached to allow for unsupervised practice. An example might be to entrust a trainee to 'Initiate and co-ordinate care of the palliative patient' with only off-site or indirect supervision. Rather than attempting to measure directly each of the many separate competencies required to undertake such a complex task, EPA direct the trainee and supervisor's attention to the trainee's performance in a limited number of selected, representative, important day-to-day activities. EPA-based assessment is gaining momentum, amongst significant concerns regarding feasibility of implementation. While the optimal process for designing and implementing EPA remains to be determined, it is an assessment strategy where the over-arching goal of optimal patient care remains in clear sight. This review explores the central role of trust in medical training, the case for EPA and potential barriers to implementing EPA-based assessment.

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From Family Medicine Milestones to Entrustable Professional Activities (Epas)

Cited by 9 publications

References 5 publications

Entrustable professional activities in health care education: a scoping review

Entrustable professional activities in health care education: a scoping review

Using a Curricular Vision to Define Entrustable Professional Activities for Medical Student Assessment

The ABCs of entrustable professional activities: an overview of ‘entrustable professional activities’ in medical education

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