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Entrustable professional activities

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https://www.readbyqxmd.com/read/28634908/an-entrustable-professional-activity-epa-based-framework-to-prepare-fourth-year-medical-students-for-internal-medicine-careers
#1
D Michael Elnicki, Meenakshy K Aiyer, Maria L Cannarozzi, Alexander Carbo, Paul R Chelminski, Shobhina G Chheda, Saumil M Chudgar, Heather E Harrell, L Chad Hood, Michelle Horn, Karnjit Johl, Gregory C Kane, Diana B McNeill, Marty D Muntz, Anne G Pereira, Emily Stewart, Heather Tarantino, T Robert Vu
The purpose of the fourth year of medical school remains controversial. Competing demands during this transitional phase cause confusion for students and educators. In 2014, the Association of American Medical Colleges (AAMC) released 13 Core Entrustable Professional Activities for Entering Residency (CEPAERs). A committee comprising members of the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine applied these principles to preparing students for internal medicine residencies...
June 20, 2017: Journal of General Internal Medicine
https://www.readbyqxmd.com/read/28614591/core-entrustable-professional-activities-in-clinical-pharmacology-for-entering-residency-biologics
#2
Vera S Donnenberg, Maja Mandic, John C Rhee, Timothy F Burns, Bernd Meibohm, Joan M Korth-Bradley
Biologicals are a rapidly expanding class of medications used in the treatment of many different conditions. This article reviews the common characteristics of this class and the requirements for safe and effective use in patients. Several vignettes are included to illustrate common challenges.
June 14, 2017: Journal of Clinical Pharmacology
https://www.readbyqxmd.com/read/28598742/a-call-to-action-the-controversy-of-and-rationale-for-competency-based-medical-education
#3
Eric S Holmboe, Jonathan Sherbino, Robert Englander, Linda Snell, Jason R Frank
Although medical education has enjoyed many successes over the last century, there is a recognition that health care is too often unsafe and of poor quality. Errors in diagnosis and treatment, communication breakdowns, poor care coordination, inappropriate use of tests and procedures, and dysfunctional collaboration harm patients and families around the world. These issues reflect on our current model of medical education and raise the question: Are physicians being adequately prepared for twenty-first century practice? Multiple reports have concluded the answer is "no...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28598739/toward-a-shared-language-for-competency-based-medical-education
#4
Robert Englander, Jason R Frank, Carol Carraccio, Jonathan Sherbino, Shelley Ross, Linda Snell
The paradigm shift brought about by the advent of competency-based medical education (CBME) can be characterized as an adaptive change. Currently, its development and implementation suffer from the lack of a lingua franca. A shared language is needed to support collaboration and dissemination across the world community of medical educators. The International CBME Collaborators held a second summit in 2013 to explore this and other contemporary CBME issues. We present the resulting International CBME Collaborator's glossary of CBME terms...
June 2017: Medical Teacher
https://www.readbyqxmd.com/read/28577253/am%C3%A2-i-ready-for-it-students-perceptions-of-meaningful-feedback-on-entrustable-professional-activities
#5
Chantal C M A Duijn, Lisanne S Welink, Mira Mandoki, Olle T J Ten Cate, Wim D J Kremer, Harold G J Bok
BACKGROUND: Receiving feedback while in the clinical workplace is probably the most frequently voiced desire of students. In clinical learning environments, providing and seeking performance-relevant information is often difficult for both supervisors and students. The use of entrustable professional activities (EPAs) can help to improve student assessment within competency-based education. This study aimed to illustrate what students' perceptions are of meaningful feedback viewed as conducive in preparing for performing EPA unsupervised...
June 2, 2017: Perspectives on Medical Education
https://www.readbyqxmd.com/read/28557946/a-patient-centered-approach-to-developing-entrustable-professional-activities
#6
Carlos El-Haddad, Arvin Damodaran, H Patrick McNeil, Wendy Hu
PURPOSE: The medical education community is rapidly accepting the use of entrustable professional activities (EPAs) as a means of assessing residents. Stakeholder engagement is advised in developing EPAs, but no studies have investigated the role of patient input. In this qualitative study, the authors investigated what patient input may add to designing a patient-centered EPA. METHOD: The authors chose "management of acute low back pain (LBP)" as a common, important clinical task on which to base the patient-centered EPA...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557944/internal-medicine-residency-program-directors-views-of-the-core-entrustable-professional-activities-for-entering-residency-an-opportunity-to-enhance-communication-of-competency-along-the-continuum
#7
Steven V Angus, T Robert Vu, Lisa L Willett, Stephanie Call, Andrew J Halvorsen, Saima Chaudhry
PURPOSE: To examine internal medicine (IM) residency program directors' (PDs') perspectives on the Core Entrustable Professional Activities for Entering Residency (Core EPAs)-introduced into undergraduate medical education to further competency-based assessment-and on communicating competency-based information during transitions. METHOD: A spring 2015 Association of Program Directors in Internal Medicine survey asked PDs of U.S. IM residency programs for their perspectives on which Core EPAs new interns must or should possess on day 1, which are most essential, and which have the largest gap between expected and observed performance...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557941/finding-a-path-to-entrustment-in-undergraduate-medical-education-a-progress-report-from-the-aamc-core-entrustable-professional-activities-for-entering-residency-entrustment-concept-group
#8
David R Brown, Jamie B Warren, Abbas Hyderi, Ronald E Drusin, Jeremy Moeller, Melvin Rosenfeld, Philip R Orlander, Sandra Yingling, Stephanie Call, Kyla Terhune, Janet Bull, Robert Englander, Dianne P Wagner
PROBLEM: To better prepare graduating medical students to transition to the professional responsibilities of residency, 10 medical schools are participating in an Association of American Medical Colleges pilot to evaluate the feasibility of explicitly teaching and assessing 13 Core Entrustable Professional Activities for Entering Residency. The authors focused on operationalizing the concept of entrustment as part of this process. APPROACH: Starting in 2014, the Entrustment Concept Group, with representatives from each of the pilot schools, guided the development of the structures and processes necessary for formal entrustment decisions associated with students' increased responsibilities at the start of residency...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557937/implementing-an-entrustable-professional-activities-framework-in-undergraduate-medical-education-early-lessons-from-the-aamc-core-entrustable-professional-activities-for-entering-residency-pilot
#9
Kimberly Lomis, Jonathan M Amiel, Michael S Ryan, Karin Esposito, Michael Green, Alex Stagnaro-Green, Janet Bull, George C Mejicano
In 2014, the Association of American Medical Colleges (AAMC) published a list of 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs) that medical school graduates might be expected to perform, without direct supervision, on the first day of residency. Soon after, the AAMC commissioned a five-year pilot with 10 medical schools across the United States, seeking to implement the Core EPA framework to improve the transition from undergraduate to graduate medical education.In this article, the pilot team presents the organizational structure and early results of collaborative efforts to provide guidance to other institutions planning to implement the Core EPA framework...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557935/constructing-a-shared-mental-model-for-faculty-development-for-the-core-entrustable-professional-activities-for-entering-residency
#10
Michele A Favreau, Linda Tewksbury, Carla Lupi, William B Cutrer, Janet A Jokela, Lalena M Yarris
In 2014, the Association of American Medical Colleges identified 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs), which are activities that entering residents might be expected to perform without direct supervision. This work included the creation of an interinstitutional concept group focused on faculty development efforts, as the processes and tools for teaching and assessing entrustability in undergraduate medical education (UME) are still evolving. In this article, the authors describe a conceptual framework for entrustment that they developed to better prepare all educators involved in entrustment decision making in UME...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28557930/is-it-time-for-entrustable-professional-activities-for-residency-program-directors
#11
Robert G Bing-You, Eric Holmboe, Kalli Varaklis, Jo Linder
Residency program directors (PDs) play an important role in establishing and leading high-quality graduate medical education programs. However, medical educators have failed to codify the position on a national level, and PDs are often not recognized for the significant role they play. The authors of this Commentary argue that the core entrustable professional activities (EPAs) framework may be a mechanism to further this work and define the roles and responsibilities of the PD position. Based on personal observations as PDs and communications with others in the academic medicine community, the authors used work in competency-based medical education to define a list of potential EPAs for PDs...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28549405/twelve-tips-for-the-implementation-of-epas-for-assessment-and-entrustment-decisions
#12
Harm Peters, Ylva Holzhausen, Christy Boscardin, Olle Ten Cate, H Carrie Chen
The concept of entrustable professional activities (EPAs) reframes the approach to assessment in competency-based medical education. Key to this concept is the linking of assessment to decision making about entrusting learners with clinical responsibilities. Based on recent literature and the authors' experiences with implementing EPAs, this article provides practical recommendations for how to implement EPAs for assessment and entrustment decisions in the workplace. Tips for supervising clinicians include talking to learners about trust, using EPA descriptions to guide learning and teaching, providing learners with greater ad hoc responsibilities, using EPAs to identify/create opportunities for assessment and feedback, including case-based discussions and acknowledging gut feelings about learner readiness for more autonomy...
May 26, 2017: Medical Teacher
https://www.readbyqxmd.com/read/28493429/trust-and-risk-a-model-for-medical-education
#13
Arvin Damodaran, Boaz Shulruf, Philip Jones
CONTEXT: Health care delivery, and therefore medical education, is an inherently risky business. Although control mechanisms, such as external audit and accreditation, are designed to manage risk in clinical settings, another approach is 'trust'. The use of entrustable professional activities (EPAs) represents a deliberate way in which this is operationalised as a workplace-based assessment. Once engaged with the concept, clinical teachers and medical educators may have further questions about trust...
May 10, 2017: Medical Education
https://www.readbyqxmd.com/read/28483903/entrustable-professional-activities-epas-the-next-step
#14
Roger Garvin, Michael Mazzone
No abstract text is available yet for this article.
May 2017: Annals of Family Medicine
https://www.readbyqxmd.com/read/28469315/fine-needle-aspiration-biopsy-an-entrustable-professional-activity-in-cytopathology-postgraduate-training
#15
Harresh B Kumar, Amir M Khan, Vinod K Arora, Navjeevan Singh
CONTEXT: In the context of competency-based medical education being advocated worldwide, fine needle aspiration biopsy (FNAB) is considered as an entrustable professional activity (EPA). There is no information regarding how much time and training are required to achieve a "competent level" for performing and documenting FNAB in the Indian context. AIM: To determine the time taken by an average postgraduate pathology trainee to become competent in performing FNAB with respect to history taking, clinical examination, and fine needle aspirate adequacy...
April 2017: Journal of Cytology
https://www.readbyqxmd.com/read/28463862/making-a-case-for-entrustable-professional-activities-for-nurse-practitioners-in-emergency-care
#16
K Sue Hoyt, Elda G Ramirez, Jean A Proehl
No abstract text is available yet for this article.
April 2017: Advanced Emergency Nursing Journal
https://www.readbyqxmd.com/read/28439355/using-the-entrustable-professional-activities-framework-in-the-assessment-of-procedural-skills
#17
Debra Pugh, Rodrigo B Cavalcanti, Samantha Halman, Irene W Y Ma, Maria Mylopoulos, David Shanks, Lynfa Stroud
BACKGROUND: The entrustable professional activity (EPA) framework has been identified as a useful approach to assessment in competency-based education. To apply an EPA framework for assessment, essential skills necessary for entrustment to occur must first be identified. OBJECTIVE: Using an EPA framework, our study sought to (1) define the essential skills required for entrustment for 7 bedside procedures expected of graduates of Canadian internal medicine (IM) residency programs, and (2) develop rubrics for the assessment of these procedural skills...
April 2017: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/28394077/defining-entrustable-professional-activities-for-residency-fellowship-programme-directors
#18
Kalli Varaklis, Robert Bing-You
No abstract text is available yet for this article.
May 2017: Medical Education
https://www.readbyqxmd.com/read/28370354/how-evidence-from-observing-attending-physicians-links-to-a-competency-based-framework
#19
Maria Bacchus, David R Ward, Jill de Grood, Jane B Lemaire
CONTEXT: Competency-based medical education frameworks are often founded on a combination of existing research, educational principles and expert consensus. Our objective was to examine how components of the attending physician role, as determined by observing preceptors during their real-world work, link to the CanMEDS Physician Competency Framework. METHODS: This is a sub-study of a broader study exploring the role of the attending physician by observing these doctors during their working day...
June 2017: Medical Education
https://www.readbyqxmd.com/read/28328736/entrustment-decisions-bringing-the-patient-into-the-assessment-equation
#20
Olle Ten Cate
With the increased interest in the use of entrustable professional activities (EPAs) in undergraduate medical education (UME) and graduate medical education (GME) come questions about the implications for assessment. Entrustment assessment combines the evaluation of learners' knowledge, skills, and behaviors with the evaluation of their readiness to be entrusted to perform critical patient care responsibilities. Patient safety, then, should be an explicit component of educational assessments. The validity of these assessments in the clinical workplace becomes the validity of the entrustment decisions...
June 2017: Academic Medicine: Journal of the Association of American Medical Colleges
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