Using entrustable professional activities to guide curriculum development in psychiatry training

Boyce, Philip; Spratt, Christine; Davies, Mark; McEvoy, Prue

doi:10.1186/1472-6920-11-96

Cited by 106 publications

(92 citation statements)

References 7 publications

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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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Section: Introductionmentioning

confidence: 99%

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

et al. 2015

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“…Further evaluation of the identified FOCs in other countries and different educational climates will be important to enhance generalizability of these findings and inform understanding of entrustability. 35,36 The validity of our findings could be further supported by evaluating actual entrustment decisions and their relationships with trainees' FOCs. Finally, our population was selective and not representative of clinical supervisors in general.…”

Section: Discussionmentioning

confidence: 94%

Essential Facets of Competence That Enable Trust in Graduates: A Delphi Study Among Physician Educators in the Netherlands

Wijnen-Meijer¹,

Schaaf²,

Nillesen³

et al. 2013

Journal of Graduate Medical Education

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Background There is a need for valid methods to assess the readiness for clinical practice of recently graduated physicians. To develop these methods, it is relevant to know the general features of trainees' performance that facilitate supervisors' trust in their ability to perform critical clinical tasks. Objective To discover such essential facets of competence (FOCs), based on the opinion of experienced physician educators. Methods We conducted a Delphi study, consisting of 2 rounds, among 18 experienced physician educators in the Netherlands. Mean, standard deviation, level of agreement, and skewness were calculated for the importance of FOCs for making entrustment decisions. The study yielded a list of 25 FOCs. Results In the first round, means were between 6.50 and 7.00 on a 7-point Likert scale (SD, 0.42–2.18); in the second round, means ranged from 5.45 to 6.90 (SD, 0.3–2.02). The level of agreement was high for 92% of the FOCs in the first round and 100% of the FOCs in the second round. Conclusions Our Delphi study found consensus among experts about FOCs that are important for clinical entrustment decisions.

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“…Typically, entrustable professional activities consist of units of tasks that make up a management or evaluation process (such as managing a patient with a hip fracture), which, when put together, form the mass of critical elements that define a profession [38]. To date, entrustable professional activities have been created for the medical specialties of pediatrics [22], internal medicine [10,12,27], family medicine [35], anesthesiology [23], and psychiatry [6]. As of June 2014, the Accreditation Council for Graduate Medical Education required reporting on selected milestones and incorporating entrustable professional activities into training programs [31]; however, to date, little research has been carried out on how to best assess resident performance of an entrustable professional activity [19].…”

Section: Introductionmentioning

confidence: 99%

Cognitive and Psychomotor Entrustable Professional Activities: Can Simulators Help Assess Competency in Trainees?

Dwyer

Wadey

Archibald

et al. 2016

Clinical Orthopaedics &Amp; Related Research

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Background An entrustable professional activity describes a professional task that postgraduate residents must master during their training. The use of simulation to assess performance of entrustable professional activities requires further investigation. Questions/purposes (1) Is simulation-based assessment of resident performance of entrustable professional activities reliable? (2) Is there evidence of important differences between Postgraduate Year (PGY)-1 and PGY-4 residents when performing simulated entrustable professional activities? Methods Three entrustable professional activities were chosen from a list of competencies: management of the patient for total knee arthroplasty (TKA); management of the patient with an intertrochanteric hip fracture; and management of the patient with an ankle fracture. Each assessment of entrustable professional activity was 40 minutes long with three components: preoperative management of a patient (history-taking, examination, image interpretation); performance of a technical procedure on a sawbones model; and postoperative management of a patient (postoperative orders, management of complications). Residents were assessed by six faculty members who used checklists based on a modified Delphi technique, an overall global rating scale as well as a previously validated global rating scale for the technical procedure component of each activity. Nine PGY-1 and nine PGY-4 residents participated in our simulated assessment. We assessed reliability by calculating the internal consistency of the mean global rating for each activity as well as the interrater reliability between the faculty assessment and The institution of one or more of the authors (TD, MN) has received, during the study period, funding from a Core Competency Innovation Grant from the OMeGA Medical Grants Association. All ICMJE Conflict of Interest Forms for authors and Clinical Orthopaedics and Related Research 1 editors and board members are on file with the publication and can be viewed on request. Each author certifies that his or her institution approved the human protocol for this investigation, that all investigations were conducted in conformity with ethical principles of research, and informed consent for participation in the study was obtained. This work was performed at the University of Toronto, Toronto, Ontario, Canada. Clinical Orthopaedics and Related Research ®A Publication of The Association of Bone and Joint Surgeons® blinded review of videotaped encounters. We sought evidence of a difference in performance between PGY-1 and PGY-4 residents on the overall global rating scale for each station of each entrustable professional activity. Results The reliability (Cronbach's a) for the hip fracture activity was 0.88, it was 0.89 for the ankle fracture activity, and it was 0.84 for the TKA activity. A strong correlation was seen between blinded observer video review and faculty scores (mean 0.87 [0.07], p \ 0.001). For the hip fracture entrustable professional activity, the PGY-4 group had a hi...

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Using entrustable professional activities to guide curriculum development in psychiatry training

Cited by 106 publications

References 7 publications

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

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

Essential Facets of Competence That Enable Trust in Graduates: A Delphi Study Among Physician Educators in the Netherlands

Cognitive and Psychomotor Entrustable Professional Activities: Can Simulators Help Assess Competency in Trainees?

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