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https://www.readbyqxmd.com/read/27886946/building-multidisciplinary-health-workforce-capacity-to-support-the-implementation-of-integrated-people-centred-models-of-care-for-musculoskeletal-health
#1
REVIEW
M J Chehade, T K Gill, D Kopansky-Giles, L Schuwirth, J Karnon, P McLiesh, J Alleyne, A D Woolf
To address the burden of musculoskeletal (MSK) conditions, a competent health workforce is required to support the implementation of MSK models of care. Funding is required to create employment positions with resources for service delivery and training a fit-for-purpose workforce. Training should be aligned to define "entrustable professional activities", and include collaborative skills appropriate to integrated and people-centred care and supported by shared education resources. Greater emphasis on educating MSK healthcare workers as effective trainers of peers, students and patients is required...
June 2016: Best Practice & Research. Clinical Rheumatology
https://www.readbyqxmd.com/read/27863135/a-new-roadmap-for-the-journey-from-internist-to-rheumatologist
#2
Lisa G Criscione-Schreiber, Calvin R Brown, Kenneth S O'Rourke, Howard A Fuchs, Chaim Putterman, Irene J Tan, Joanne Valeriano-Marcet, Evelyn Hsieh, Sarah Zirkle, Marcy B Bolster
OBJECTIVE: Measurement is necessary to gauge improvement. U.S. training programs have not previously used shared standards to assess trainees' mastery of the knowledge, skills, and attitudes necessary to practice rheumatology competently. In 2014, the Accreditation Council for Graduate Medical Education (ACGME) Next Accreditation System (NAS) began requiring semi-annual evaluation of all medicine subspecialty fellows on 23 Internal Medicine Subspecialty Reporting Milestones. Since these Reporting Milestones are not subspecialty-specific, Rheumatology Curricular Milestones were needed to guide rheumatology fellowship training programs and fellows on the training journey from Internist to Rheumatologist...
November 11, 2016: Arthritis Care & Research
https://www.readbyqxmd.com/read/27815803/advancements-in-undergraduate-medical-education-meeting-the-challenges-of-an-evolving-world-of-education-healthcare-and-technology
#3
REVIEW
P G Shelton, Irma Corral, Brandon Kyle
Restructuring of undergraduate medical education (UGME) has occurred from time to time over the past century. Many influences, including the persuasive report of Abraham Flexner in 1910, acted to reorganize medical education in the early twentieth century [1, 2]. In his report, Flexner called on American medical schools to enact higher graduation standards and to stringently adhere to the protocols of mainstream science in their teaching. Prior to this report, UGME had changed little over the previous century but over the last several decades, reform within medical education has become routine...
November 5, 2016: Psychiatric Quarterly
https://www.readbyqxmd.com/read/27802560/outcomes-oriented-medical-training-a-critical-curricular-design-consideration-in-developing-21st-century-health-care-professionals
#4
Darrin D'Agostino, Frank J Papa
The core competencies of medical schools and residencies have initiated a change in curricular design but have been limited in their execution of systems-based practice. The introduction of milestones and entrustable professional activities has emerged to enhance the current educational paradigm. Linking public health systemic approaches with evidence-based practices focused on population-level health care will affect patients more than current non-systems-based approaches. Curricular redesign, including population health-based strategies, public health competency, health care policy, and education linking the "determinants of health" to patient care, will better prepare future physicians to practice in the emerging paradigm of health care of the future...
November 1, 2016: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/27785628/self-entrustment-how-trainees-self-regulated-learning-supports-participation-in-the-workplace
#5
Margaretha H Sagasser, Anneke W M Kramer, Cornelia R M G Fluit, Chris van Weel, Cees P M van der Vleuten
Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to trainees' development, and to explore supervisor's role herein. We conducted a qualitative non-participant observational study in seven general practices. During two days we observed trainee's patient encounters, daily debriefing sessions and educational meetings between trainee and supervisor and interviewed them separately afterwards...
October 26, 2016: Advances in Health Sciences Education: Theory and Practice
https://www.readbyqxmd.com/read/27777665/the-role-of-generic-competencies-in-the-entrustment-of-professional-activities-a-nationwide-competency-based-curriculum-assessed
#6
Karsten A van Loon, Pim W Teunissen, Erik W Driessen, Fedde Scheele
BACKGROUND : Entrustable professional activities (EPAs) seek to translate essential physician competencies into clinical practice. Until now, it is not known whether EPA-based curricula offer enhanced assessment and feedback to trainees. OBJECTIVE : This study examined program directors' and senior residents' justifications for entrustment decisions and what role generic, cross-specialty competencies (such as communication skills, collaboration, and understanding health care systems) play in these decisions...
October 2016: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/27401103/medical-ward-round-competence-in-internal-medicine-an-interview-study-towards-an-interprofessional-development-of-an-entrustable-professional-activity-epa
#7
Teresa Wölfel, Esther Beltermann, Christian Lottspeich, Elisa Vietz, Martin R Fischer, Ralf Schmidmaier
BACKGROUND: The medical ward round is a central but complex activity that is of relevance from the first day of work. However, difficulties for young doctors have been reported. Instruction of ward round competence in medical curricula is hampered by the lack of a standardized description of the procedure. This paper aims to identify and describe physicians' tasks and relevant competences for conducting a medical ward round on the first day of professional work. METHODS: A review of recent literature revealed known important aspects of medical ward rounds...
2016: BMC Medical Education
https://www.readbyqxmd.com/read/27367431/-entrustable-professional-activities-the-way-to-go-for-competency-based-curriculum
#8
Georges L Savoldelli, Elisabeth F Van Gessel
No abstract text is available yet for this article.
August 2016: European Journal of Anaesthesiology
https://www.readbyqxmd.com/read/27355780/entrusting-observable-practice-activities-and-milestones-over-the-36-months-of-an-internal-medicine-residency
#9
Eric J Warm, Justin D Held, Michael Hellmann, Matthew Kelleher, Benjamin Kinnear, Caroline Lee, Jennifer K O'Toole, Bradley Mathis, Caroline Mueller, Dana Sall, Jonathan Tolentino, Daniel P Schauer
PURPOSE: Competency-based medical education and milestone reporting have led to increased interest in work-based assessments using entrustment over time as an assessment framework. Little is known about data collected from these assessments during residency. This study describes the results of entrustment of discrete work-based skills over 36 months in the University of Cincinnati internal medicine (IM) residency program. METHOD: Attending physician and peer/allied health assessors provided entrustment ratings of resident performance on work-based observable practice activities (OPAs) mapped to Accreditation Council for Graduate Medicine Education/American Board of Internal Medicine reporting milestones for IM...
October 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/27309973/abstracts-from-the-proceedings-of-the-2015-annual-meeting-of-the-clerkship-directors-of-internal-medicine-cdim
#10
L James Nixon, Hilary F Ryder, Irene Alexandraki, Maureen D Lyons, Kelsey Angell McEwen, Deborah J DeWaay, Sarita Warrier, Valerie J Lang, Jeffrey LaRochelle
Since its inception in 1989, Clerkship Directors in Internal Medicine (CDIM) has promoted excellence in medical student education. CDIM members move medical education forward by sharing innovations in curriculum and assessment and discoveries related to educating our students and administering our programs. The Alliance for Academic Internal Medicine, of which CDIM is a founding member, broadens the umbrella beyond student education to include five academically focused specialty organizations representing departments of medicine, teaching hospitals, and medical schools working together to advance learning, discovery, and caring...
July 2016: Teaching and Learning in Medicine
https://www.readbyqxmd.com/read/27293224/entrustable-professional-activities-for-pharmacy-practice
#11
Amy L Pittenger, Scott A Chapman, Caitlin K Frail, Jean Y Moon, Megan R Undeberg, Jordan H Orzoff
The profession of pharmacy is facing a shifting health system context that holds both opportunity and risk. If the profession of pharmacy is to advance, pharmacists must be recognized as a consistent member of the health care team in all clinical settings, contributing at the fullest extent of licensure and education. One part of achieving this broad goal is to implement a new way of defining and assessing pharmacy practice skills, such as entrustable professional activities (EPA). Assessment of professional tasks and practice activities with EPAs has been successfully implemented in medical education for assessing trainee preparation for practice...
May 25, 2016: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/27270884/transforming-the-learning-outcomes-of-anaesthesiology-training-into-entrustable-professional-activities-a-delphi-study
#12
Nienke Wisman-Zwarter, Marieke van der Schaaf, Olle Ten Cate, Gersten Jonker, Wilton A van Klei, Reinier G Hoff
BACKGROUND: True competency-based medical education should produce graduates meeting fixed standards of competence. Current postgraduate programmes are usually based on a pre-determined length of time in training making them poorly suited for an individual approach. The concept of entrustable professional activities (EPAs) enables a more flexible, personalised and less time-dependent approach to training programmes. An EPA is a unit of professional practice, to be entrusted to a trainee to execute without supervision once they demonstrate sufficient competence...
August 2016: European Journal of Anaesthesiology
https://www.readbyqxmd.com/read/27253361/essentials-of-pem-fellowship-part-2-the-profession-in-entrustable-professional-activities
#13
Deborah Hsu, Michele Nypaver, Daniel M Fein, Constance McAneney, Sally Santen, Joshua Nagler, Noel Zuckerbraun, Cindy Ganis Roskind, Stacy Reynolds, Pavan Zaveri, Curt Stankovic, Joseph B House, Melissa Langhan, M Olivia Titus, Deanna Dahl-Grove, Ann E Klasner, Jose Ramirez, Todd Chang, Elizabeth Jacobs, Jennifer Chapman, Angela Lumba-Brown, Tonya Thompson, Matthew Mittiga, Charles Eldridge, Viday Heffner, Bruce E Herman, Christopher Kennedy, Manu Madhok, Maybelle Kou
This article is the second in a 7-part series that aims to comprehensively describe the current state and future directions of pediatric emergency medicine (PEM) fellowship training from the essential requirements to considerations for successfully administering and managing a program to the careers that may be anticipated upon program completion. This article describes the development of PEM entrustable professional activities (EPAs) and the relationship of these EPAs with existing taxonomies of assessment and learning within PEM fellowship...
June 2016: Pediatric Emergency Care
https://www.readbyqxmd.com/read/27160616/-competence-development-in-undergraduate-medical-schools-a-model-with-entrusted-professional-activities
#14
Uri Torruco-García, Armando Ortiz-Montalvo, Margarita Elena Varela-Ruiz, Alicia Hamui-Sutton
INTRODUCTION: Today´s relevant educational models emphasize that a great part of learning be situated and reflexive; one of those is the Entrusted Professional Activities model. The study objective was to develop a model that integrates Entrusted Professional Activities with a medical school curriculum. METHODS: From October 2012 a multidisciplinary group met to develop a model with the specialty of obstetrics and gynecology. From two published models of Entrusted Professional Activities and the curriculum of a school of medicine, blocks, units, and daily clinical practice charts were developed...
March 2016: Gaceta Médica de México
https://www.readbyqxmd.com/read/27135733/observing-and-giving-feedback-to-novice-pgy-1s
#15
Katherine Tully, Jennifer Keller, Benjamin Blatt, Larrie Greenberg
OBJECTIVES: In this new era of educational milestones and entrustable professional activities, residency programs have recognized the need to directly observe resident performance. In fact, there is little information about how often residents are observed, what procedures they perform early in training, and whether they receive feedback. Previous publications have addressed these issues exclusively through retrospective survey analyses. The purpose of this naturalistic point-of-care study was to answer the following questions about obstetrics/gynecology (OB/GYN) residents in their second month of training: what activities do residents report performing, how often are they observed and who observes them, how often do they receive feedback and what is their perception of its usefulness, and does the time of shift affect the frequency of observation and feedback? METHODS: Nine of 10 first-year OB/GYN residents at George Washington University Hospital participated in a month-long study during their second month of training...
May 2016: Southern Medical Journal
https://www.readbyqxmd.com/read/27097981/bridging-the-gap-a-five-stage-approach-for-developing-specialty-specific-entrustable-professional-activities
#16
James Kwan, Roslyn Crampton, Lise L Mogensen, Roslyn Weaver, Cees P M van der Vleuten, Wendy C Y Hu
BACKGROUND: Entrustable Professional Activities (EPAs) are increasingly used as a focus for assessment in graduate medical education (GME). However, a consistent approach to guide EPA design is currently lacking, in particular concerning the actual content (knowledge, skills and attitude required for specific tasks) for EPAs. This paper describes a comprehensive five stage approach, which was used to develop two specialty-specific EPAs in emergency medicine focused on the first year of GME...
2016: BMC Medical Education
https://www.readbyqxmd.com/read/27097053/toward-defining-the-foundation-of-the-md-degree-core-entrustable-professional-activities-for-entering-residency
#17
Robert Englander, Timothy Flynn, Stephanie Call, Carol Carraccio, Lynn Cleary, Tracy B Fulton, Maureen J Garrity, Steven A Lieberman, Brenessa Lindeman, Monica L Lypson, Rebecca M Minter, Jay Rosenfield, Joe Thomas, Mark C Wilson, Carol A Aschenbrener
Currently, no standard defines the clinical skills that medical students must demonstrate upon graduation. The Liaison Committee on Medical Education bases its standards on required subject matter and student experiences rather than on observable educational outcomes. The absence of such established outcomes for MD graduates contributes to the gap between program directors' expectations and new residents' performance.In response, in 2013, the Association of American Medical Colleges convened a panel of experts from undergraduate and graduate medical education to define the professional activities that every resident should be able to do without direct supervision on day one of residency, regardless of specialty...
April 19, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/27097051/patients-nurses-and-physicians-working-together-to-develop-a-discharge-entrustable-professional-activity-assessment-tool
#18
Lauren B Meade, Kathleen Heist Suddarth, Ronald R Jones, Aimee K Zaas, Terry Albanese, Kenji Yamazaki, Cheryl W O'Malley
PROBLEM: The Accreditation Council for Graduate Medical Education milestones were written by physicians and thus may not reflect all the behaviors necessary for physicians to optimize their performance as a key member of an interprofessional team. APPROACH: From April to May 2013, the authors, Educational Research Outcomes Collaborative leaders, assembled interprofessional team discussion groups, including patients or family members, nurses, physician trainees, physician educators, and other staff (optional), at 11 internal medicine (IM) programs...
April 19, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/27087986/workplace-assessment-in-crisis-the-way-forward
#19
Denis O'Leary, Hasanan Al-Taiar, Nicholas Brown, Tomasz Bajorek, Marjan Ghazirad, Farshad Shaddel
A recent Royal College of Physicians' study on assessment raises serious questions for workplace assessment. To address these, a system is recommended that bridges the gap from competence to performance and integrates supervised learning events (SLEs) that are formative in purpose with summative assessment of performance by entrustable professional activities (EPAs).
April 2016: BJPsych Bulletin
https://www.readbyqxmd.com/read/27072442/competency-based-education-programme-design-and-challenges-to-implementation
#20
Larry D Gruppen, John C Burkhardt, James T Fitzgerald, Martha Funnell, Hilary M Haftel, Monica L Lypson, Patricia B Mullan, Sally A Santen, Kent J Sheets, Caren M Stalburg, John A Vasquez
CONTEXT: Competency-based education (CBE) has been widely cited as an educational framework for medical students and residents, and provides a framework for designing educational programmes that reflect four critical features: a focus on outcomes, an emphasis on abilities, a reduction of emphasis on time-based training, and promotion of learner centredness. Each of these features has implications and potential challenges for implementing CBE. METHODS: As an experiment in CBE programme design and implementation, the University of Michigan Master of Health Professions Education (UM-MHPE) degree programme was examined for lessons to be learned when putting CBE into practice...
May 2016: Medical Education
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