Making sense of the milestones: entrustable professional activities for pathology

Powell, Deborah E.; Wallschlaeger, Andrew

doi:10.1016/j.humpath.2016.12.027

Cited by 16 publications

(12 citation statements)

References 15 publications

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“…16 An EPA is a standardized method for evaluating learner competency through documented activities, experiences, and/or instruction. 4,[16][17][18] Each EPA is observable and measureable and can be designed to align with a subcompetency milestone to document the traineeʼs progression. The College of American Pathologists Graduate Medical Education Committee developed 19 EPAs (7 anatomic pathology, 4 clinical pathology, 8 both) for pathology graduate medical education in anatomic and clinical pathology residency training.…”

Section: Discussionmentioning

confidence: 99%

Entrustable professional activities for apheresis medicine education

et al. 2020

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Background: Entrustable professional activities (EPAs) are well-defined, executable, observable, and measurable activities that are performed by a trainee and can be performed independently as training progresses. The purpose of this study is to develop EPAs specific for the practice of apheresis medicine (AM). Methods: Members of the American Society for Apheresis Graduate Medical Education subcommittee developed a list of 28 apheresis medical activities linked to Accreditation Council for Graduate Medical Education milestones and competencies in five areas: (a) consultation, (b) clinical care for therapeutic apheresis, (c) clinical care for donor collections, (d) test optimization, and (e) vascular access. Ten AM experts using a validated tool to measure the quality of the EPAs (QUEPA) evaluated these activities with use of a Likert scale. Per group consensus, an activity was considered acceptable for each domain if it had received an average score greater than 3.7, and it was rated 4 or 5 (agree or strongly agree) by at least 70% of experts. Results: Of the 28 activities, 11 did not have acceptable QUEPA scores: 7 activities were rated as unobservable, 4 were rated unfocused, 2 were rated unrealistic and not generalizable, and 2 were rated as not addressing multiple competencies. Four activities had unacceptable scores in more than one domain. Subcommittee members edited these 11 activities over two review cycles to produce a final list of 26 activities. Conclusion: A set of practical, focused, and observable EPAs in AM were systematically developed. These EPAs can be used to assess and support trainee performance in AM.

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Section: Discussionmentioning

confidence: 99%

Entrustable professional activities for apheresis medicine education

et al. 2020

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“…Overall, the interest in and implementation of EPAs within residency training programs across all specialties is relatively new and on the rise . EPAs offer a more concrete and objective way to show progress and offer feedback with regard to resident education.…”

Section: Discussionmentioning

confidence: 99%

“…CBE also emphasizes progression based on abilities and performed, rather than time, as typically occurs for postgraduate trainees on a predetermined date, such as on July 1, when a PGY1 becomes a PGY2 . An entrustable professional activity (EPA) is a standardized method for evaluating learner competency through documented activities, experiences, and/or instruction . An EPA for GME must be observable and measurable and should align with a subcompetency milestone to document the traineesʼ progression to ensure competency for independent practice upon graduation .…”

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confidence: 99%

“…An entrustable professional activity (EPA) is a standardized method for evaluating learner competency through documented activities, experiences, and/or instruction . An EPA for GME must be observable and measurable and should align with a subcompetency milestone to document the traineesʼ progression to ensure competency for independent practice upon graduation . An EPA may align with curriculum goals and related objectives for any training program.…”

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The effect of entrustable professional activities on pathology resident confidence in blood banking/transfusion medicine

2020

Transfusion

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BACKGROUND The Accreditation Council for Graduate Medical Education requires milestone reporting of the Six General Core Competencies. Additionally, Graduate Medical Education (GME) is transitioning to adopt competency‐based education methodologies including entrustable professional activities (EPAs) for objective, observable, and measurable milestone progression. The College of American Pathologists published 19 EPAs, including one for transfusion‐related adverse events. This survey study includes developing EPAs for transfusion reaction evaluation and assessing residents before and after implementing these EPAs. STUDY DESIGN AND METHODS Three transfusion reaction EPAs were developed and implemented in July 2018 for the Postgraduate Year (PGY) 2 pathology residents. An online, anonymous survey was sent to all 21 pathology trainees before and one year after EPA implementation. In July 2018 and August 2019, each survey included the same six multiple‐choice, single‐response, confidence questions, with a rating scale of extremely, very, slightly, or not at all confident. This study was approved by the hospitalʼs Institutional Review Board for Health Sciences Research and GME Committee. RESULTS Analysis was performed on PGY2‐4 residents. In 2018, 13 of 20 participants were analyzed. In 2019, 15 of 19 participants were analyzed. Number and percentage of responses were reported. The results showed an increase in trainee confidence, with the greatest improvement among the first class to use the EPAs. CONCLUSION EPAs provide an effective framework for objective and measurable progression of trainees. One year after the implementation of transfusion reaction EPAs at our site, the trainees showed enhanced confidence levels in handling Blood Bank and Transfusion Medicine Services coverage.

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“…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. 23 To this end, the Graduate Medical Education Committee (GMEC) goal was to develop practical EPAs for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training.…”

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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Making sense of the milestones: entrustable professional activities for pathology

Cited by 16 publications

References 15 publications

Entrustable professional activities for apheresis medicine education

Entrustable professional activities for apheresis medicine education

The effect of entrustable professional activities on pathology resident confidence in blood banking/transfusion medicine

Entrustable Professional Activities for Pathology

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