The Case for Use of Entrustable Professional Activities in Undergraduate Medical Education
Bibliographic Data
| ID | 23319090 |
|---|---|
| Authors | H Carrie Chen (0000-0003-1663-1598, University of California, San Francisco, corresponding author), W E Sjoukje van den Broek (University of California, San Francisco), Olle ten Cate (0000-0002-6379-8780, University of California, San Francisco) |
| Year | 2015 |
| Volume | 90 |
| Issue | 4 |
| Pages | 431-436 |
| Publication date | 2015-04-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Academic Medicine (JOURNAL) |
| Journal identifiers | ISSN: 1040-2446 • E-ISSN: 1938-808X |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1097/acm.0000000000000586 |
| PMID | 25470310 |
| OpenAlex | W2004870019 |
| Language | EN |
| Citations received | 54 |
| References cited | 29 |
Many graduate medical education (GME) programs have started to consider and adopt entrustable professional activities (EPAs) in their competency frameworks. Do EPAs also have a place in undergraduate medical education (UME)? In this Perspective article, the authors discuss arguments in favor of the use of EPAs in UME. A competency framework that aligns UME and GME outcome expectations would allow for better integration across the educational continuum. The EPA approach would be consistent with what is known about progressive skill development. The key principles underlying EPAs, workplace learning and trust, are generalizable and would also be applicable to UME learners. Lastly, EPAs could increase transparency in the workplace regarding student abilities and help ensure safe and quality patient care. The authors also outline what UME EPAs might look like, suggesting core, specialty-specific, and elective EPAs related to core clinical residency entry expectations and learner interest. UME EPAs would be defined as essential health care activities with which one would expect to entrust a resident at the beginning of residency to perform without direct supervision. Finally, the authors recommend a refinement and expansion of the entrustment and supervision scale previously developed for GME to better incorporate the supervision expectations for UME learners. They suggest that EPAs could be operationalized for UME if UME-specific EPAs were developed and the entrustment scale were expanded.
Accreditation · Family medicine · Graduate medical education · Medical education · MEDLINE · Operationalization · Perspective (graphical) · Political science · Quality (philosophy) · Scale (ratio) · Specialty · Clinical Reasoning and Diagnostic Skills · Computer Science · Innovations in Medical Education · Medical Education and Admissions · Medicine · Psychology
Processus de consultation auprès de formateurs de stagiaires en enseignement
Entrustment Decision Making in Clinical Training
Curriculum development for the workplace using Entrustable Professional Activities (EPAs)
Competency-Based Education as Curriculum and Assessment for Integrative Learning
Encouraging Entrustment
A Reliability Analysis of Entrustment-Derived Workplace-Based Assessments
Distant and Hidden Figures
Numbers Encapsulate, Words Elaborate
EQual Rubric Evaluation of the Association of American Medical Colleges’ Core Entrustable Professional Activities for Entering Residency
Resident-Sensitive Quality Measures in the Pediatric Emergency Department
Workplace-Based Entrustment Scales for the Core EPAs
A Pilot Study of the Generalizability of Preclinical Entrustment Assessments in Undergraduate Medical Education
Revisiting the Core Entrustable Professional Activities for Entering Residency
Assessing Trainees and Making Entrustment Decisions
A Question of Scale? Comparison of Generalizability in Ottawa and Chen Scales When Used to Formulate Ad Hoc Entrustment Decisions for the Core EPAs
Learner Levels of Supervision Across the Continuum of Pediatrics Training
Medical Students’ Perspectives on Entrustment Decision Making in an Entrustable Professional Activity Assessment Framework
Implementing Core Entrustable Professional Activities in Undergraduate Medical Education
Generalizability of the Ottawa Surgical Competency Operating Room Evaluation (O-SCORE) Scale to Assess Medical Student Performance on Core EPAs in the Workplace
A Question of Scale? Generalizability of the Ottawa and Chen Scales to Render Entrustment Decisions for the Core EPAs in the Workplace
Narrative Performance Level Assignments at Initial Entrustment and Graduation
Shared Mental Models Among Clinical Competency Committees in the Context of Time-Variable, Competency-Based Advancement to Residency
The Minnesota Method
Defining Successful Practice Within Health Systems Science Among Entering Residents
Lessons From Organic Chemistry
Validity Evidence for a Knowledge Assessment Tool for a Mastery Learning Scrub Training Curriculum
Validity Evidence for Assessing Entrustable Professional Activities During Undergraduate Medical Education
Medical Students’ Views on Implementing the Core EPAs
Telehealth and Medical Student Education in the Time of Covid-19—and Beyond
Designing a Shortened Preclinical Basic Science Curriculum
Continuity of supervision
How well do workplace‐based assessments support summative entrustment decisions? A multi‐institutional generalisability study
The chicken and the egg
Supportive and collaborative interdependence
Owied System to Facilitate the Entrustment Decision in EPA Implementation
Entrustable professional activities and facets of competence in a simulated workplace-based assessment for advanced medical students
EPA-based assessment
Clarifying essential terminology in entrustment
From professional tasks to contexts
Design and implementation of a core EPA-based acting internship curriculum
Powerful medical education improves health care quality and return on investment
How much is enough? Proposing achievement thresholds for core EPAs of graduating medical students in Canada
Sex and racial bias in medical student EPA assessments
Discordance between global versus reductionist approach in competency-based assessment for medical students in a transition to residency course
The use of EPA assessments in decision-making
Development and evaluation of Entrustable Professional Activities embedded in an e‐portfolio for work‐based assessment in community and public health dietetics
‘I was a bit hasty … I was a young resident!’ Medical residents' responses to clinical uncertainty
A question of risk
Evolving roles of clerkship directors
Does student performance on preclinical OSCEs relate to clerkship grades
Understanding and managing uncertainty in health care
Macroergonomic factors, coping style, and satisfaction analysis for nursing career pursuance
Learning to manage uncertainty
Tempo do Brasil traduzir para a prática o currículo Médico Baseado em Competência por meio de Atividades Profissionais Confiáveis (APCs)
| Unique citing works | 54 |
|---|---|
| Citations per year | 4,91 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 53 |