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Entrustable professional activities

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https://www.readbyqxmd.com/read/29723424/core-entrustable-professional-activities-in-clinical-pharmacology-for-entering-residency-value-of-interprofessional-health-care-teams-in-medication-prescribing-and-medication-error-prevention
#1
Lawrence J Cohen, Vera S Donnenberg, Peter H Wiernik, William C Newman, Nduka Amankulor
In recent years, health care has been increasingly delivered by interprofessional teams in the inpatient, outpatient, and transition-of-care arenas. For many reasons, effective communication between patient-centered care teams and patients is critically important in order to optimize care, ensure patient safety, and prevent medical and medication misadventures. In rapid-paced, high-stress medical environments, it is especially important to carefully evaluate the causes of all misadventures in a manner that avoids assigning blame and identifies the root causes and, through team activity, leads to development of remedies that reduce the likelihood of future misadventures...
May 3, 2018: Journal of Clinical Pharmacology
https://www.readbyqxmd.com/read/29719512/the-bodies-in-charge-of-animal-welfare-what-they-do-and-what-they-could-do
#2
REVIEW
Giuliano Grignaschi, Veronica Redaelli, Fabio Luzi, Massenzio Fornasier
The coming into force of the 2010/63/EU (Directive of the European Parliament and of the Council of 22 September 2010) Standard, regarding the protection of animals used for scientific purposes, has made it mandatory for all establishments breeding, supplying, and using said animals to have an Animal Welfare Body (AWB). The establishment of a body such as the AWB represents a strong innovation compared to previous regulations (Dir. 86/609/CEE). Building from the key concept of the 3 Rs, European Community legislators acknowledged that the effective safeguard of animal welfare depends in large part on the professional skills of personnel in charge of their care and use...
2018: Frontiers in Physiology
https://www.readbyqxmd.com/read/29716574/how-to-define-core-entrustable-professional-activities-for-entry-into-residency
#3
Ylva Holzhausen, Asja Maaz, Anna Renz, Josefin Bosch, Harm Peters
No abstract text is available yet for this article.
May 2, 2018: BMC Medical Education
https://www.readbyqxmd.com/read/29713908/when-to-trust-our-learners-clinical-teachers-perceptions-of-decision-variables-in-the-entrustment-process
#4
Chantal C M A Duijn, Lisanne S Welink, Harold G J Bok, Olle T J Ten Cate
INTRODUCTION: Clinical training programs increasingly use entrustable professional activities (EPAs) as focus of assessment. However, questions remain about which information should ground decisions to trust learners. This qualitative study aimed to identify decision variables in the workplace that clinical teachers find relevant in the elaboration of the entrustment decision processes. The findings can substantiate entrustment decision-making in the clinical workplace. METHODS: Focus groups were conducted with medical and veterinary clinical teachers, using the structured consensus method of the Nominal Group Technique to generate decision variables...
April 30, 2018: Perspectives on Medical Education
https://www.readbyqxmd.com/read/29710333/creating-entrustable-professional-activities-to-assess-internal-medicine-residents-in-training-a-mixed-methods-approach
#5
David R Taylor, Yoon Soo Park, Christopher A Smith, Jolanta Karpinski, William Coke, Ara Tekian
Background: Competency-based medical education has not advanced residency training as much as many observers expected. Some medical educators now advocate reorienting competency-based approaches to focus on a resident's ability to do authentic clinical work. Objective: To develop descriptions of clinical work for which internal medicine residents must gain proficiency to deliver meaningful patient care (for example, "Admit and manage a medical inpatient with a new acute problem")...
April 17, 2018: Annals of Internal Medicine
https://www.readbyqxmd.com/read/29686756/adapting-feedback-to-individual-residents-an-examination-of-preceptor-challenges-and-approaches
#6
Amanda Roze des Ordons, Adam Cheng, Jonathan Gaudet, James Downar, Jocelyn Lockyer
Background : Feedback conversations between preceptors and residents usually occur in closed settings. Little is known about how preceptors address the challenges posed by residents with different skill sets, performance levels, and personal contexts. Objective : This study explored the challenges that preceptors experienced and approaches taken in adapting feedback conversations to individual residents. Methods : In 2015, 18 preceptors participated in feedback simulations portraying residents with variations in skill, insight, confidence, and distress, followed by debriefing of the feedback conversation with a facilitator...
April 2018: Journal of Graduate Medical Education
https://www.readbyqxmd.com/read/29610713/ultrasound-for-volume-assessment-in-patients-with-shock-effectiveness-of-an-educational-intervention-for-fourth-year-medical-students
#7
Paul Kukulski, Michael Ward, Keme Carter
Objective Shock is a common emergency condition with high morbidity and mortality, and judicious fluid resuscitation can significantly affect outcomes. The use of a bedside echocardiogram and evaluation of the inferior vena cava (IVC) via ultrasound (US) for collapsibility can predict volume status. Additionally, the Association of American Medical Colleges (AAMC) Entrustable Professional Activities (EPA) 10 states that residents need to be able to address a patient with a critical illness, including hypotension, on Day 1 of residency...
January 30, 2018: Curēus
https://www.readbyqxmd.com/read/29609893/evaluation-of-the-characteristics-of-a-workplace-assessment-form-to-assess-entrustable-professional-activities-epas-in-an-undergraduate-surgery-core-clerkship
#8
Vernon R Curran, Diana Deacon, Henry Schulz, Katherine Stringer, Craig N Stone, Norah Duggan, Heidi Coombs-Thorne
OBJECTIVE: Entrustable Professional Activities (EPAs) are explicit, directly observable tasks requiring the demonstration of specific knowledge, skills, and behaviors that learners are expected to perform without direct supervision once they have gained sufficient competence. Undergraduate level implementation of EPAs is relatively new. We examined the characteristics of a workplace assessment form (clinic card) as part of a formative programmatic assessment process of EPAs for a core undergraduate surgery rotation...
March 30, 2018: Journal of Surgical Education
https://www.readbyqxmd.com/read/29582059/assessment-considerations-for-core-entrustable-professional-activities-for-entering-residency
#9
Machelle Linsenmeyer, Leslie Wimsatt, Mark Speicher, James Powers, Stephen Miller, Emmanuel Katsaros
Context: In the process of analyzing entrustable professional activities (EPAs) for use in medical education, ten Cate and others identified challenges, including the need for valid and reliable EPA assessment strategies. Objective: To provide osteopathic medical schools with a database of assessment tools compiled from the literature to assist them with the development and implementation of robust, evidence-based assessment methods. Methods: MEDLINE, ERIC, PubMed, and other relevant databases were searched using MeSH keywords for articles outlining robust, evidence-based assessment tools that could be used in designing assessments for EPAs 1 through 6...
April 1, 2018: Journal of the American Osteopathic Association
https://www.readbyqxmd.com/read/29551697/comprehensive-multicenter-graduate-surgical-education-initiative-incorporating-entrustable-professional-activities-continuous-quality-improvement-cycles-and-a-web-based-platform-to-enhance-teaching-and-learning
#10
Cheryl I Anderson, Marc D Basson, Muhammad Ali, Alan T Davis, Robert L Osmer, Michael K McLeod, Pam S Haan, Robert G Molnar, Andi N Peshkepija, John C Hardaway, Karen A Chojnacki, Christopher C Pfeifer, Jeffrey M Gauvin, Mark W Jones, M Ashraf Mansour
BACKGROUND: It is increasingly important for faculty to teach deliberately and provide timely, detailed and formative feedback on surgical trainee performance. We initiated a multicenter study to improve resident evaluative processes and enhance teaching and learning behaviors while engaging residents in their education. METHODS: Faculty from seven U.S. postgraduate training programs rated resident operative performances using the perioperative briefing, intraoperative teaching, debriefing model (BID) and rated patient visits/academic performances using the entrustable professional activities (EPAs) model via a web-based platform...
March 15, 2018: Journal of the American College of Surgeons
https://www.readbyqxmd.com/read/29545129/curricular-innovation-in-the-surgery-clerkship-can-assessment-methods-influence-development-of-critical-thinking-and-clinical-skills
#11
James A McClintic, Clifford L Snyder, Kimberly M Brown
OBJECTIVE: Although key clinical skills have been defined in the Core Entrustable Professional Activities, there is a need to improve medical school curricula with standardized training opportunities and assessments of these skills. Thus, we aimed to develop an innovative curriculum that emphasized critical thinking and clinical skills. We hypothesized that we would be able to observe measurable improvement on assessments of students' critical thinking and clinical skills after the implementation of the new curriculum...
March 12, 2018: Journal of Surgical Education
https://www.readbyqxmd.com/read/29544650/entrustable-professional-activities-for-quality-and-patient-safety
#12
Laura M Wagner, Mary A Dolansky, Robert Englander
BACKGROUND: Further efforts are warranted to identify innovative approaches to best implement competencies in nursing education. To bridge the gap between competency-based education, practice, and implementation of knowledge, skills, and attitudes, one emerging approach is entrustable professional activities (EPAs). PURPOSE: The objective of this study was to introduce the concept of EPAs as a framework for curriculum and assessment in graduate nursing education and training...
November 22, 2017: Nursing Outlook
https://www.readbyqxmd.com/read/29538104/the-rime-model-provides-a-context-for-entrustable-professional-activities-across-undergraduate-medical-education
#13
Eric G Meyer, William F Kelly, Paul A Hemmer, Louis N Pangaro
No abstract text is available yet for this article.
March 13, 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29535206/a-comparison-of-resident-self-perception-and-pediatric-hospitalist-perceptions-of-the-supervisory-needs-of-new-interns
#14
Ariel S Winn, Carolyn H Marcus, Theodore C Sectish, Kathryn Williams, Christopher P Landrigan
OBJECTIVES: The Association of American Medical Colleges published a list of entrustable professional activities (EPAs) that graduating medical students should be able to perform on day 1 of residency without direct supervision. We sought to explore the perceptions of residents and pediatric hospitalists about the level of supervision new interns need in conducting these EPAs. METHODS: An electronic survey was sent to pediatric hospitalists who supervise interns in a large pediatric residency program in which they were asked to rate the amount of supervision they perceive new interns need when performing 11 EPAs...
April 2018: Hospital Pediatrics
https://www.readbyqxmd.com/read/29519189/trusting-early-learners-with-critical-professional-activities-through-emergency-medical-technician-certification
#15
Judith Brenner, Jeffrey Bird, Samara B Ginzburg, Thomas Kwiatkowski, Vincent Papasodero, William Rennie, Elisabeth Schlegel, Olle Ten Cate, Joanne M Willey
BACKGROUND: Two dominant themes face medical education: developing integrated curricula and improving the undergraduate medical education (UME) to graduate medical education (GME) transition. An innovative solution to both of these challenges at the Zucker School of Medicine has been the application of the cognitive apprenticeship framework in requiring emergency medical technician (EMT) certification during the first course in medical school as the core on which to build an integrated curriculum and provide entrustable clinical skills...
March 8, 2018: Medical Teacher
https://www.readbyqxmd.com/read/29513896/core-entrustable-professional-activities-in-clinical-pharmacology-pearls-for-clinical-practice-drug-drug-and-food-drug-interactions
#16
REVIEW
Robert Hermann, Hartmut Derendorf, Oliver von Richter, Amin Rostami-Hodjegan
No abstract text is available yet for this article.
March 7, 2018: Journal of Clinical Pharmacology
https://www.readbyqxmd.com/read/29510603/a-primer-on-entrustable-professional-activities
#17
Olle Ten Cate
Entrustable professional activities (EPAs) have become a popular topic within competency-based medical education programs in many countries and hundreds of publications within only a few years. This paper was written to introduce the ins and outs of EPAs. After a brief historical overview, the rational of EPAs, as a bridge between a competency framework and daily clinical practice, is explained. Next, entrustment decision-making as a form of assessment is elaborated and framework of levels of supervision is presented...
March 2018: Korean Journal of Medical Education
https://www.readbyqxmd.com/read/29500580/-entrustable-professional-activities-promising-concept-in-postgraduate-medical-education
#18
REVIEW
J Breckwoldt, S K Beckers, G Breuer, A Marty
Entrustable professional activities (EPAs) are characterized as self-contained units of work in a given typical clinical context, which may be entrusted to a trainee for independent execution at a certain point of training. An example could be the intraoperative anesthesia management of an ASA 1 patient for an uncomplicated surgical intervention as an EPA in early postgraduate anesthesia training. The EPAs can be described as an evolution of a competency-based medical educational concept, applying the concept of the competencies of a person to specific workplace contexts...
March 2, 2018: Der Anaesthesist
https://www.readbyqxmd.com/read/29485494/building-trust-in-entrustment-pursuing-evidence-based-progress-in-the-core-entrustable-professional-activities-for-entering-residency
#19
Kimberly D Lomis, Vivian T Obeso, Alison J Whelan
No abstract text is available yet for this article.
March 2018: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29485487/describing-the-journey-and-lessons-learned-implementing-a-competency-based-time-variable-undergraduate-medical-education-curriculum
#20
George C Mejicano, Tracy N Bumsted
Oregon Health & Science University School of Medicine launched a completely new undergraduate medical education curriculum in 2014. This initiative dramatically transformed the MD degree program, changing the instructional content taught, the pedagogical methods used by the faculty, and the methods of assessment, and it added new elements such as academic coaching and programmatic entrustment to the program. One of the most exciting and impactful aspects to date of this curricular transformation has been the deliberate implementation of a competency-based framework that incorporates frequent assessment, tracking of student progression using an electronic portfolio, and academic coaching to optimize learning and customize curricular elements for each student...
March 2018: Academic Medicine: Journal of the Association of American Medical Colleges
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