To What Degree Are the 13 Entrustable Professional Activities Already Incorporated Into Physicians’ Performance Schemas for Medical Students?

Colbert-Getz, Jorie M.; Lappé, Katie; Northrup, Michael; Roussel, Danielle

doi:10.1080/10401334.2019.1573146

Cited by 14 publications

(21 citation statements)

References 32 publications

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“…Two studies report on work completed prior to EPA implementation. Colbert‐Getz et al 53 mapped current physician assessment tools prior to planned EPA implementation, whereas Czeskleba et al 54 report on work to explore medical student supervisors’ beliefs regarding EPAs. Two studies report on implementation of single EPAs 45,55 and five on the implementation of multiple EPAs 10,47,56‐58 …”

Section: Resultsmentioning

confidence: 99%

Entrustable professional activities in entry‐level health professional education: A scoping review

Bramley

McKenna

2021

Medical Education

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Entrustable professional activities (EPAs) are a recent enhancement to competency‐based health professional education that describe the observable work done by a competent health professional. Through defining education outcomes in a work‐based context, EPAs offer potential to identify skill gaps in individual or student cohorts and focus improvements. Entrustable professional activities have been pioneered and gained rapid acceptance in postgraduate medical education; however, less is known about their application and use in undergraduate or entry‐level health professional education. The Joanna Briggs Institute scoping review methodology was used to explore how and in what context EPAs are being used in entry‐level health professional education. Databases searched include CINAHL, EMBASE, MEDLINE, Web of Science and PsycINFO. A total of 748 abstracts were returned after duplicates removed, and 127 full‐text articles were screened with 30 included for data extraction. Publications in this area have recently accelerated with disciplines of professions of medicine, pharmacy, dietetics and physician assistants reporting on EPA development, implementation and evaluation. EPA use has been reported in the United States, Canada, Europe Australia and Central America. Major motivation reported for EPA use is to improve patient safety by aligning performance and expectations and to improve student assessment. Several studies report on the use of EPAs to evaluate different curriculum models or identify curriculum gaps representing potential application in education research.

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Section: Resultsmentioning

confidence: 99%

Entrustable professional activities in entry‐level health professional education: A scoping review

Bramley

McKenna

2021

Medical Education

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“…The six core competencies of ACGME include patient care, medical knowledge, practice-based learning and improvement, interpersonal and communication skills, professionalism, and systems-based practice. Among the six core competencies, the four latter competencies were much more relevant in the study, and this is why we chose them (2,3,20). Throughout the clinical practice, these competencies that focus far beyond just medical knowledge should be built up using a systematic training approach.…”

Section: Discussionmentioning

confidence: 99%

“…The core competencies defined by the Accreditation Council for Graduate Medical Education (ACGME) need an arsenal of medical education methods to thrive, especially in such stress loaded fields like anesthesiology (1)(2)(3)(4). The "simulated-patient scenarios and role-playing" method is among the many non-traditional education methods with variable results in different clinical settings (5)(6)(7).…”

Section: Introductionmentioning

confidence: 99%

Relationship Between “Simulated Patient Scenarios and Role-Playing” Method and OSCE Performance in Senior Anesthesiology Residents: A Correlation Assessment Study

et al. 2020

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Background: “Simulated-patient scenarios and role-playing” and OSCE are among the many non-traditional education methods with variable results in different clinical settings. Objectives: This cross-sectional study was performed to assess the correlation between the results of these two methods in senior anesthesiology residents, with a special focus on four of the six ACGME core competencies. Methods: During two years, senior anesthesiology residents were subject to “simulated patient scenario and role-playing” sessions. Two faculty members took the role of the patient and one of the relatives. An objective checklist with 15 items was prepared to be rated by other department faculty members. Meanwhile, an ordered pattern of OSCE was prepared to cover four core competencies that were more related to this academic process (from a total of six core competencies). The mean and standard deviation of the score of each of the 15 items in the checklist were calculated. The correlation between cumulative checklist scoring results and OSCE exam results was assessed. A P value of less than 0.05 was considered significant. Results: A total of 40 senior anesthesiology residents, with 344 assessments by faculty members in 40 sessions, were enrolled in the study. The questionnaire’s Cronbach’s alpha reliability was 0.74. No statistically significant disparity was detected between the results of the two assessment methods, while the results of the two assessments had a significant correlation (two-tailed correlation coefficient = 0.886; P value < 0.001). Conclusions: There was an objective relationship between the results of “simulated patient scenario and role-playing” strategies and the results of OSCE exams using an observer-based rating method. Thus, they could be used as surrogates in the assessment of core clinical competencies of senior anesthesiology residents.

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“…Comparisons of self-entrustment ratings before and after clerkships were also used to identify EPAs that are frequently observed [32,43,46]. One article reported on a feasible assessment program that allowed for making high-stakes entrustment decisions and time-variable progress to residency [30].…”

Section: Entrustment Ratings and Summative Assessmentsmentioning

confidence: 99%

Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

et al. 2021

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Background Entrustable professional activities (EPAs) are increasingly used in undergraduate medical education (UME). We conducted a scoping review to summarize the evidence for the use of EPAs in clinical rotations in UME. Methods We searched multiple databases for scoping reviews based on the PRISMA guidelines for articles reporting qualitative and quantitative research, as well as conceptual and curriculum development reports, on EPAs in UME clinical rotations. Results We identified 3309 records by searching through multiple databases. After the removal of duplicates, 1858 reports were screened. A total of 36 articles were used for data extraction. Of these, 47% reported on EPA and EPA-based curriculum development for clerkships, 50% reported on implementation strategies, and 53% reported on assessment methods and tools used in clerkships. Validity frameworks for developing EPAs in the context of clerkships were inconsistent. Several specialties reported feasible implementation strategies for EPA-based clerkship curricula, however, these required additional faculty time and resources. Limited exposure to clinical activities was identified as a barrier to relevant learning experiences. Educators used nationally defined, or specialty-specific EPAs, and a range of entrustability and supervision scales. We found only one study that used an empirical research approach for EPA assessment. One article reported on the earlier advancement of trainees from UME to graduate medical education based on summative entrustment decisions. Conclusions There is emerging evidence concerning how EPAs can be effectively introduced to clinical training in UME. Specialty-specific, nested EPAs with context-adapted, entrustment-supervision scales might be helpful in better leveraging their formative assessment potential.

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To What Degree Are the 13 Entrustable Professional Activities Already Incorporated Into Physicians’ Performance Schemas for Medical Students?

Cited by 14 publications

References 32 publications

Entrustable professional activities in entry‐level health professional education: A scoping review

Entrustable professional activities in entry‐level health professional education: A scoping review

Relationship Between “Simulated Patient Scenarios and Role-Playing” Method and OSCE Performance in Senior Anesthesiology Residents: A Correlation Assessment Study

Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

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