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https://www.readbyqxmd.com/read/29299005/entrustable-professional-activities-a-primer-for-canadian-pharmacy-preceptors
#1
Kerry Wilbur
No abstract text is available yet for this article.
November 2017: Canadian Journal of Hospital Pharmacy
https://www.readbyqxmd.com/read/29276425/application-of-active-learning-modalities-to-achieve-medical-genetics-competencies-and-their-learning-outcome-assessments
#2
REVIEW
Nobuko Hagiwara
The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care...
2017: Advances in Medical Education and Practice
https://www.readbyqxmd.com/read/29246406/general-surgery-education-across-three-continents
#3
REVIEW
Craig McIlhenny, Yo Kurashima, Carlos Chan, Satoshi Hirano, Ismael Domínguez-Rosado, Dimitrios Stefanidis
Surgical education has seen tremendous changes in the US over the past decade. The Halstedian training model of see one, do one, teach one that governed surgical training for almost 100 years has been replaced by the achievement of the ACGME competencies, milestones, entrustable professional activities (EPAs), and acquisition of surgical skill outside the operating room on simulators. Several of these changes in American medical education have been influenced by educators and training paradigms abroad. In this paper, we review the training paradigms for surgeons in the UK, Japan, and Mexico to allow comparisons with the US training paradigm and promote the exchange of ideas...
December 5, 2017: American Journal of Surgery
https://www.readbyqxmd.com/read/29226235/entrustable-professional-activities-in-post-licensure-training-in-primary-care-pediatrics-necessity-development-and-implementation-of-a-competency-based-post-graduate-curriculum
#4
Folkert Fehr, Christoph Weiß-Becker, Hera Becker, Thomas Opladen
There is an absence of broad-based and binding curricular requirements for structured competency-based post-graduate medical training in Germany, and thus no basis for comparing the competencies of physicians undergoing training in a medical specialty (Ärzte im Weiterbildung). In response, the German Society of Primary Care Pediatrics' working group on post-graduate education (DGAAP) has identified realistic entrustable professional activities (EPAs) in primary care, defined their number, scope and content, selected competency domains, specified required knowledge and skills, and described appropriate assessment methods...
2017: GMS Journal for Medical Education
https://www.readbyqxmd.com/read/29226233/medical-students-preparation-for-the-transition-to-postgraduate-training-through-final-year-elective-rotations
#5
W E Sjoukje van den Broek, Marjo Wijnen-Meijer, Olle Ten Cate, Marijke van Dijk
Objectives: This study adds to the ongoing discussion on how to ease the transition from undergraduate medical training to postgraduate training. In the Netherlands there is no central matching system for admission to residency. Medical school graduates just apply for a position in an open job market. Many choose to acquire general or specialty-specific clinical experiences after the medical degree before residency, to further explore career opportunities and to increase their chances to get into their preferred specialty...
2017: GMS Journal for Medical Education
https://www.readbyqxmd.com/read/29226232/connecting-undergraduate-and-postgraduate-medical-education-through-an-elective-epa-based-transitional-year-in-acute-care-an-early-project-report
#6
Gersten Jonker, Reinier G Hoff, Stefan Max, Cor J Kalkman, Olle Ten Cate
Objective: A well-designed final year may ease the transition from medical school to postgraduate training, if it has enough depth to enable the acquisition of early specialty expertise, while keeping enough breadth to support the graduation as all-round physician. Aim of this article is to describe the design of a multidisciplinary dedicated transitional year (DTY) around the theme of recognition and initial treatment of vitally threatened patients. Methods: Undergraduate and postgraduate training directors from the departments of Anaesthesiology, Cardiology, Emergency Medicine, Intensive Care Medicine and Respiratory Medicine at UMC Utrecht and partnering hospitals have collaboratively developed and implemented a curriculum for a final year focusing on three entrustable professional activities (EPAs) in the domain of acute care...
2017: GMS Journal for Medical Education
https://www.readbyqxmd.com/read/29226231/the-postgraduate-medical-education-pathway-an-international-comparison
#7
Margot M Weggemans, Bruce van Dijk, Birgit van Dooijeweert, Anne G Veenendaal, Olle Ten Cate
An at first sight seemingly coherent, global medical workforce, with clearly recognizable specialities, subspecialties and primary care doctors, appears at a closer look quite variable. Even within the most progressive countries as to the development of medical education, with educators who regularly meet at conferences and share major journals about medical education, the differences in structures and regulations are big. This contribution focuses on the preparation, admission policy, duration, examinations, and national competency frameworks in postgraduate speciality training in Germany, the USA, Canada, the UK, Australia and the Netherlands...
2017: GMS Journal for Medical Education
https://www.readbyqxmd.com/read/29200238/entrustable-professional-activity-epa-reshapes-the-practice-of-specialist-training
#8
Leila Niemi-Murola
In addition to medical expertise, competence-based medical training comprises communication and collaboration skills, professionalism, and leadership skills. Continuous feedback is essential for learning and development, and feedback only from the medical specialist examination taken in the end of training does not ensure thorough specialist training. Entrustable professional activity (EPA) is a unit of professional practice, defined as tasks or responsibilities typical of the specialty. EPA translates competence-based training into manageable and meaningful entities and provides tools for the evaluation of medical competence...
2017: Duodecim; Lääketieteellinen Aikakauskirja
https://www.readbyqxmd.com/read/29166354/smoothing-the-transition-points-in-canadian-medical-education
#9
Nick Busing, Jay Rosenfield, Kamal Rungta, Matt Raegele, Andrew Warren, Bruce Wright, Mark Walton, Ivy Oandasan, Anthony Sanfilippo, Anurag Saxena
In 2010 the Association of Faculties of Medicine of Canada, Collège des médecins du Québec, College of Family Physicians of Canada, and the Royal College of Physicians and Surgeons of Canada launched The Future of Medical Education in Canada Postgraduate (FMEC PG) Project to examine postgraduate medical education (PGME) in Canada and make recommendations for improvement. One recommendation that emerged concerns the transitions learners experience across the undergraduate medical education-PGME-practice continuum...
November 21, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29166349/developing-end-of-training-entrustable-professional-activities-for-psychiatry-results-and-methodological-lessons
#10
John Q Young, Caitlin Hasser, Erick H Hung, Martin Kusz, Patricia S O'Sullivan, Colin Stewart, Andrea Weiss, Nancy Williams
PURPOSE: To develop entrustable professional activities (EPAs) for psychiatry and to demonstrate an innovative, validity-enhancing methodology that may be relevant to other specialties. METHOD: A national task force employed a three-stage process from May 2014 to February 2017 to develop EPAs for psychiatry. In stage 1, the task force used an iterative consensus-driven process to construct proposed EPAs. Each included a title, full description, and relevant competencies...
November 21, 2017: Academic Medicine: Journal of the Association of American Medical Colleges
https://www.readbyqxmd.com/read/29141086/use-of-entrustable-professional-activities-in-the-assessment-of-surgical-resident-competency
#11
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
#12
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
#13
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
#14
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
#15
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/29088388/entrustable-professional-activities-as-a-framework-for-continued-professional-competence-is-now-the-time
#16
Steven B Chesbro, Gail M Jensen, William G Boissonnault
No abstract text is available yet for this article.
October 23, 2017: Physical Therapy
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
#17
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
#18
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
#19
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
#20
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
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