Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence (Preprint)

Abstract

UNSTRUCTURED The proliferation of generative artificial intelligence (AI) and its extensive potential for integration into many aspects of healthcare signal a transformational shift within the healthcare environment. In this context, medical education must evolve to ensure that medical trainees are adequately prepared to navigate the rapidly changing healthcare landscape. Medical education has moved towards a competency-based education paradigm, leading the Association of American Medical Colleges (AAMC) to define a set of Entrustable Professional Activities (EPAs) as its practical operational framework in undergraduate medical education. The AAMC’s thirteen core EPAs for entering residencies have been implemented with varying levels of success across medical schools. In this paper, we critically assess the existing core EPAs in the context of rapid AI integration in medicine. We identify EPAs that require refinement, redefinition, or comprehensive change to align with the emerging trends in healthcare. Moreover, this perspective proposes a set of “emerging” EPAs, informed by the changing landscape and capabilities presented by generative AI technologies. We provide a practical evaluation of the EPAs, alongside actionable recommendations on how medical education, viewed through the lens of the AAMC EPAs, can adapt and remain relevant amidst rapid technological advancements. By leveraging the transformative potential of AI, we can reshape medical education to align with an AI-integrated future of medicine. This approach will help equip future healthcare professionals with technological competence and adaptive skills to meet the dynamic and evolving demands in healthcare.