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Entrustable professional activities

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https://www.readbyqxmd.com/read/29141086/use-of-entrustable-professional-activities-in-the-assessment-of-surgical-resident-competency
#1
Justin P Wagner, Catherine E Lewis, Areti Tillou, Vatche G Agopian, Chi Quach, Timothy R Donahue, O Joe Hines
Importance: Competency-based assessments of surgical resident performance require metrics of entrustable autonomy. Objectives: To designate entrustable professional activities (EPAs) in global performance and in specific operations, and to identify differences in perceived capability, autonomy, and expectations between surgical faculty and residents. Design, Setting, and Participants: This survey study was conducted from August 9, 2016, through August 24, 2016, in the Department of Surgery at the UCLA David Geffen School of Medicine...
November 15, 2017: JAMA Surgery
https://www.readbyqxmd.com/read/29138614/development-of-a-health-care-systems-curriculum
#2
Zachary Pruitt, Rahul Mhaskar, Bryan G Kane, Robert D Barraco, Deborah J DeWaay, Alex M Rosenau, Kristin A Bresnan, Marna Rayl Greenberg
Background: There is currently no gold standard for delivery of systems-based practice in medical education, and it is challenging to incorporate into medical education. Health systems competence requires physicians to understand patient care within the broader health care system and is vital to improving the quality of care clinicians provide. We describe a health systems curriculum that utilizes problem-based learning across 4 years of systems-based practice medical education at a single institution...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/29121897/differences-between-medical-student-and-faculty-perceptions-of-the-competencies-needed-for-the-first-year-of-residency
#3
Sophie Fürstenberg, Sigrid Harendza
BACKGROUND: Different guidelines and frameworks like the CanMEDs model or entrustable professional activities (EPAs) describe competencies required for successful and professional work of residents. Not all competencies are of equal importance for graduates when they start their residency. The aim of this study was to evaluate the relevance of different competencies for a first year resident from the perspective of physicians and medical students. METHODS: In an online study, 178 of 475 surgeons and internists including residents and attendings and 102 of 728 first and last year undergraduate medical students from the University Medical Center Hamburg-Eppendorf ranked 25 competencies according to their relevance for entrustment decisions in first year residents...
November 9, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/29119582/emotions-and-assessment-considerations-for-rater-based-judgements-of-entrustment
#4
Carlos Gomez-Garibello, Meredith Young
CONTEXT: Assessment is subject to increasing scrutiny as medical education transitions towards a competency-based medical education (CBME) model. Traditional perspectives on the roles of assessment emphasise high-stakes, summative assessment, whereas CBME argues for formative assessment. Revisiting conceptualisations about the roles and formats of assessment in medical education provides opportunities to examine understandings and expectations of the assessment of learners. The act of the rater generating scores might be considered as an exclusively cognitive exercise; however, current literature has drawn attention to the notion of raters as measurement instruments, thereby attributing additional factors to their decision-making processes, such as social considerations and intuition...
November 9, 2017: Medical Education
https://www.readbyqxmd.com/read/29098049/the-development-of-national-entrustable-professional-activities-to-inform-the-training-and-assessment-of-public-health-and-preventative-medicine-residents
#5
Brent Moloughney, Kieran Moore, Damon Dagnone, David Strong
Background: Entrustable Professional Activities (EPAs) have emerged to bridge the gap between the learning of individual competencies and competence in real world practice. EPAs capture the critical core work of a discipline integrating competencies from multiple domains. This report describes the development of a set of EPAs for specialty training in Public Health and Preventive Medicine (PHPM) in Canada. Methods: The PHPM EPAs were developed using multiple existing sources...
June 2017: Canadian Medical Education Journal
https://www.readbyqxmd.com/read/29084324/entrustable-professional-activities-for-entering-residency-establishing-common-osteopathic-performance-standards-in-the-transition-from-medical-school-to-residency
#6
Pamela M Basehore, Luke H Mortensen, Emmanuel Katsaros, Machelle Linsenmeyer, Elizabeth K McClain, Patricia S Sexton, Nicole Wadsworth
Entrustable professional activities (EPAs) are measurable units of observable professional practice that can be entrusted to an unsupervised trainee. They were first introduced as a method of operationalizing competency-based medical education in graduate medical education. The American Association of Medical Colleges subsequently used EPAs to establish the core skills that medical students must be able to perform before they enter residency training. A recently published guide provides descriptions, guidelines, and rationale for implementing and assessing the core EPAs from an osteopathic approach...
November 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/29075378/core-entrustable-professional-activities-for-entry-into-residency-curricular-gap-or-unrealistic-expectations
#7
Susan Guralnick, Jamie Yedowitz-Freeman
No abstract text is available yet for this article.
October 2017: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/29075377/program-director-perceptions-of-proficiency-in-the-core-entrustable-professional-activities
#8
R Ellen Pearlman, Melissa Pawelczak, Andrew C Yacht, Salaahuddin Akbar, Gino A Farina
BACKGROUND : The Association of American Medical Colleges describes 13 core entrustable professional activities (EPAs) that every graduating medical student should be expected to perform proficiently on day 1 of residency, regardless of chosen specialty. Studies have shown wide variability in program director (PD) confidence in interns' abilities to perform these core EPAs. Little is known regarding comparison of United States Medical Licensing Examination (USMLE) scores with proficiency in EPAs...
October 2017: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/29065031/equal-a-novel-rubric-to-evaluate-entrustable-professional-activities-for-quality-and-structure
#9
David R Taylor, Yoon Soo Park, Rylan Egan, Ming-Ka Chan, Jolanta Karpinski, Claire Touchie, Linda S Snell, Ara Tekian
PURPOSE: Entrustable professional activities (EPAs) have become a cornerstone of assessment in competency-based medical education (CBME). Increasingly, EPAs are being adopted that do not conform to EPA standards. This study aimed to develop and validate a scoring rubric to evaluate EPAs for alignment with their purpose, and to identify substandard EPAs. METHOD: The EQual rubric was developed and revised by a team of education scholars with expertise in EPAs. It was then applied by four residency program directors/CBME leads (PDs) and four nonclinician support staff to 31 stage-specific EPAs developed for internal medicine in the Royal College of Physicians and Surgeons of Canada's Competency by Design framework...
November 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28991844/criterion-based-assessment-in-a-norm-based-world-how-can-we-move-past-grades
#10
Anne G Pereira, Majka Woods, Andrew P J Olson, Suzanne van den Hoogenhof, Briar L Duffy, Robert Englander
In the United States, the medical education community has begun a shift from the Flexnerian time-based model to a competency-based medical education model. The graduate medical education (GME) community is substantially farther along in this transition than is the undergraduate medical education (UME) community.GME has largely adopted the use of competencies and their attendant milestones and increasingly is employing the framework of entrustable professional activities (EPAs) to assess trainee competence. The UME community faces several challenges to successfully navigating a similar transition...
October 3, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28979003/correction-to-report-of-the-2016-17-academic-affairs-standing-committee-entrustable-professional-activities-implementation-roadmapcorrection-to-student-self-assessment-and-faculty-assessment-of-performance-in-an-interprofessional-error-disclosure-simulation
#11
(no author information available yet)
[This corrects the article DOI: 10.5688/ajpe815S4.][This corrects the article DOI: 10.5688/ajpe81354.].
August 2017: American Journal of Pharmaceutical Education
https://www.readbyqxmd.com/read/28973178/the-case-for-an-osteopathic-entrustable-professional-activity
#12
Jennifer Weiss, Melissa Pearce, Stacey Pierce-Talsma, Glenn Elbert Davis
No abstract text is available yet for this article.
October 1, 2017: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/28970425/does-competency-based-education-have-a-role-in-academic-pharmacy-in-the-united-states
#13
REVIEW
Melissa S Medina
Competency-based Education (CBE) is an educational model that allows students to learn and demonstrate their abilities at their own pace. CBE is growing in popularity in undergraduate educational programs and its role in pharmacy education in the United States (US) is under review. In comparison, medical education is utilizing competency-based approaches (such as competencies and Entrustable Professional Activities) to ensure that students possess the required knowledge, skills, and attitudes prior to graduation or program completion...
February 27, 2017: Pharmacy (Basel, Switzerland)
https://www.readbyqxmd.com/read/28933775/choosing-entrustable-professional-activities-for-neonatology-a-delphi-study
#14
T A Parker, G Guiton, M D Jones
OBJECTIVE: To assess candidate neonatology EPAs taken from separate but overlapping sets from two organizations. STUDY DESIGN: Using a Delphi process, we asked that neonatology fellowship directors (1) assess importance and scope of 19 candidate EPAs, and (2) propose additional EPAs if necessary. In round 2, we sought clarification of first round responses and evaluated proposed additional EPAs. RESULTS: Twenty program directors participated...
September 21, 2017: Journal of Perinatology: Official Journal of the California Perinatal Association
https://www.readbyqxmd.com/read/28930762/competency-based-medical-education-in-the-internal-medicine-clerkship-a-report-from-the-alliance-for-academic-internal-medicine-undergraduate-medical-education-task-force
#15
Sara B Fazio, Cynthia H Ledford, Paul B Aronowitz, Shobhina G Chheda, John H Choe, Stephanie A Call, Scott D Gitlin, Marty Muntz, L James Nixon, Anne G Pereira, John W Ragsdale, Emily A Stewart, Karen E Hauer
As medical educators continue to redefine learning and assessment across the continuum, implementation of competency-based medical education in the undergraduate setting has become a focus of many medical schools. While standards of competency have been defined for the graduating student, there is no uniform approach for defining competency expectations for students during their core clerkship year. The authors describe the process by which an Alliance for Academic Internal Medicine task force developed a paradigm for competency-based assessment of students during their inpatient internal medicine (IM) clerkship...
September 14, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28925925/entrustable-professional-activities-for-residency-training-in-physical-medicine-and-rehabilitation
#16
Michael Mallow, Heather Baer, Alex Moroz, Vu Q C Nguyen
Entrustable professional activities are observable units of professional practice that can potentially provide a link between competency-based medical education and clinical practice. The authors, part of a subcommittee of the Association of Academic Physiatrists Education Committee, identified a set of entrustable professional activities that would serve residency training programs in the specialty of physical medicine and rehabilitation. Using a modified Delphi process, residency program directors in the field reviewed and validated a set of entrustable professional activities...
October 2017: American Journal of Physical Medicine & Rehabilitation
https://www.readbyqxmd.com/read/28882189/competencies-for-first-year-residents-physicians-views-from-medical-schools-with-different-undergraduate-curricula
#17
Sophie Fürstenberg, Kristina Schick, Jana Deppermann, Sarah Prediger, Pascal O Berberat, Martina Kadmon, Sigrid Harendza
BACKGROUND: Frameworks like the CanMEDS model depicting professional roles and specific professional activities provide guidelines for postgraduate education. When medical graduates start their residency, they should possess certain competencies related to communication, management and professionalism while other competencies will be refined during postgraduate training. Our study aimed to evaluate the relevance of different competencies for a first year resident required for entrustment decision from the perspective of physicians from medical faculties with different undergraduate medical curricula...
September 7, 2017: BMC Medical Education
https://www.readbyqxmd.com/read/28857790/critical-thoughts-about-the-core-entrustable-professional-activities-in-undergraduate-medical-education
#18
Edward Krupat
The Core Entrustable Professional Activities for Entering Residency (Core EPAs) have taken a strong hold on undergraduate medical education (UME). This Perspective questions their value added and considers the utility of the Core EPAs along two separate dimensions: (1) the ways they change the content and focus of the goals of UME; and (2) the extent to which entrustable professional activity (EPA)-based assessment conforms to basic principles of measurement theory as practiced in the social sciences. Concerning content and focus, the author asks whether the 13 Core EPAs frame UME too narrowly, putting competencies into the background and overlooking certain aspirational, but important and measurable, objectives of UME...
August 29, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28857789/competency-based-medical-education-and-the-ghost-of-kuhn-reflections-on-the-messy-and-meaningful-work-of-transformation
#19
Eric S Holmboe
The transition, if not transformation, to outcomes-based medical education likely represents a paradigm shift struggling to be realized. Paradigm shifts are messy and difficult but ultimately meaningful if done successfully. This struggle has engendered tension and disagreements, with many of these disagreements cast as either-or polarities. There is little disagreement, however, that the health care system is not effectively achieving the triple aim for all patients. Much of the tension and polarity revolve around how more effectively to prepare students and residents to work in and help change a complex health care system...
August 29, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/28857486/educational-priorities-of-students-in-the-entrustable-professional-activity-era
#20
Roy E Strowd, Allison McBride, Jon Goforth, Joseph Cristiano, Nicholas Hartman, Gregory Waters, James Beardsley, James E Johnson, Kim Askew
BACKGROUND: The Association of American Medical Colleges (AAMC) guidelines on the entrustable professional activities (EPAs) expected of graduating medical students were recently published. Although perceptions of educators, residents and programme directors have been described, the voice of senior medical students is lacking. METHODS: A single-institution cross-sectional study of senior medical students was performed. Student perceptions were collected and compared with: (1) national guidelines (i...
August 30, 2017: Clinical Teacher
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