The viability of interprofessional entrustable professional activities

Cate, Olle ten; Pool, Inge

doi:10.1007/s10459-019-09950-0

Cited by 16 publications

(18 citation statements)

References 29 publications

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“…Second, in creating a set of EPAs that define what a graduating dentist needs to be able to perform with independence, its important criteria are clearly defined, for the learner and the assessor 16 . Some criteria for a good EPA statement are that it should be specific and focused, have a clearly defined scope, and a clear beginning and an end.…”

Section: Discussionmentioning

confidence: 99%

“…For instance, in Phase 3 for EPA 1 “ Provide a primary care dental home for comprehensive longitudinal oral care for individuals of all ages and their families ,” there was concern about the ability to measure this. There were similar concerns about EPA 2 “ Develop trusting relationships and sustained partnerships with individuals, families, communities and other professionals to deliver person‐centered care .” Assessment of entrustability and the act of entrustment by the individual faculty or the institution requires contexts that consistently pair the trainees with faculty that allow for multiple, longitudinal observations and multi‐source feedback 6,9,16,31 . Assessments of work and work products such as product evaluations (health record entries; self‐reported activity logbooks, reflective essays) and post hoc checks such as evaluations of work quality, patient satisfaction data, and knowledge and skills tests, together provide multi‐source feedback about how close the trainee is to exhibiting independence in the actual work environment 31 .…”

Section: Discussionmentioning

confidence: 99%

“…EPA statements are constructed using specific guidelines 15–17 . First of all, the title of an EPA should be a recognized and discrete core activity.…”

Section: Introductionmentioning

confidence: 99%

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Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process

Ramaswamy

Fitzgerald

Danciu

et al. 2021

Journal of Dental Education

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Purpose/objectives The purpose of this study was to define and develop a set of Entrustable Professional Activities (EPAs) for dental education using a modified Delphi consensus approach. EPAs define the core tasks that a graduating dentist needs to perform independently in practice. The EPA framework facilitates assessment of competencies as they manifest in the tasks and independence needed to be ready for practice. Methods Feedback was obtained from participants about a list of EPAs, with modifications made after each of the 3 rounds, using a modified Delphi approach. Phase 1 included attendees at the ADEA Fall 2017 meeting (n = 35) who participated in an EPA workshop primarily composed of academic deans. The Phase 2 “reactor panel” consisted of 10 dental schools’ academic deans and other individuals with expertise and interest in dental curriculum and assessment (n = 31). Phase 3 participants were attendees at the ADEA CCI 2019 meeting (n = 91) who also participated in a 2‐day EPA workshop. Results In phase 1, overall ratings for acceptability of the EPAs were satisfactory. In phase 2, the next iteration of EPAs was judged as satisfactory for inclusion in curriculum, match well with clinical practice and clarity. In phase 3, the EPAs were judged as satisfactory for being an “entrustable, essential, and important task of the profession.” Qualitative feedback suggested wording, measurability, and specific focus of EPA statements is important. Conclusions A preliminary set of EPAs was designed for predoctoral dental education through a systematic, careful consensus building approach involving a diverse set of participants.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process

Ramaswamy

Fitzgerald

Danciu

et al. 2021

Journal of Dental Education

View full text Add to dashboard Cite

show abstract

“…Using EPAs and assessing the ability to perform them should change the focus of assessment to making a decision about whether or not to entrust someone with the responsibilities of an activity, at a specified level of supervision, or at least producing a recommendation for such a decision (ten Cate et al, 2020). Transfer of responsibilities to trainees affects the quality and safety of patient care and requires thoughtful consideration.…”

Section: How Competencies and Skills Are Often Used For Activitiesmentioning

confidence: 99%

“…1 The two-dimensional representation of competencies/skill/abilities versus EPAs 1 3 undergraduate medical education, Meyer et al recently concluded that among the US Core EPAs for Entering Residency (Englander et al, 2014) some do not meet the criteria to be an EPA (Meyer et al, 2020;Taylor et al, 2017), including 'Collaborate as a member of an interprofessional team' and 'Identify system failures and contribute to a culture of safety and improvement'. There is little discussion that interprofessional collaboration and contributing to patient safety are essential, but capturing these in specific EPAs is problematic (ten Cate & Pool, 2020). Likewise, aspects of professionalism do not work well as EPAs.…”

Section: Dealing With Educational Objectives That Do Not Fit the Defi...mentioning

confidence: 99%

Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated

Cate

Schumacher

2022

Adv in Health Sci Educ

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Despite explanations in the literature, a returning question in the use of entrustable professional activities (EPAs) is how to distinguish them from competencies and skills. In this article, we attempt to analyze the causes of the frequent confusion and conflation of EPAs with competencies and skills, and argue why the distinction is important for education, qualification and patient safety. ‘Tracheotomy’, ‘lumbar puncture’, ‘interprofessional collaboration’ for example are colloquially called ‘skills’, but its is a person’s ability to perform these activities that is the actual skill; the EPA is simply the activity itself. We identify two possible causes for the confusion. One is a tendency to frame all educational objectives as EPAs. Many objectives of medical training can be conceptualized as EPAs, if ‘the ability to do X’ is the corresponding competency; but that does not work for all. We offer ways to deal with objectives of training that are not usefully conceptualized as EPAs. A more fundamental cause relates to entrustment decisions. The permission to contribute to health care reflects entrustment. Entrustment decisions are the links or pivots between a person’s readiness for the task and the actual task execution. However, if entrustment decisions do not lead to increased autonomy in the practice of health care, but only serve to decide upon the advancement to a next stage of training, EPAs can become the tick boxes learners feel they need to collect to ‘pass’. Gradually, then, EPAs can loose their original meaning of units of practice for which one becomes qualified.

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Learning In and About Interprofessional Teams and Wider Collaborations

Thistlethwaite,

McLarnon

2023

Novel Health Interprofessional Education and Collaborative Practice Program: Strategy and Implementation

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The viability of interprofessional entrustable professional activities

Cited by 16 publications

References 29 publications

Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process

Entrustable professional activities framework for assessment in predoctoral dental education, developed using a modified Delphi process

Entrustable professional activities versus competencies and skills: Exploring why different concepts are often conflated

Learning In and About Interprofessional Teams and Wider Collaborations

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