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entrustable professional activity

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
Georges L Savoldelli, Elisabeth F Van Gessel
No abstract text is available yet for this article.
August 2016: European Journal of Anaesthesiology
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...
June 28, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
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
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
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
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
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
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
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
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
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
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
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
Vera S Donnenberg, James F Burris, Peter H Wiernik, Lawrence J Cohen, Joan M Korth-Bradley
No abstract text is available yet for this article.
October 2016: Journal of Clinical Pharmacology
Sangeeta Lamba, Bryan Wilson, Brenda Natal, Roxanne Nagurka, Michael Anana, Harsh Sule
BACKGROUND: An increasing number of students rank Emergency Medicine (EM) as a top specialty choice, requiring medical schools to provide adequate exposure to EM. The Core Entrustable Professional Activities (EPAs) for Entering Residency by the Association of American Medical Colleges combined with the Milestone Project for EM residency training has attempted to standardize the undergraduate and graduate medical education goals. However, it remains unclear as to how the EPAs correlate to the milestones, and who owns the process of ensuring that an entering EM resident has competency at a certain minimum level...
2016: Advances in Medical Education and Practice
John H Choe, Christopher L Knight, Rebekah Stiling, Kelli Corning, Keli Lock, Kenneth P Steinberg
The Next Accreditation System requires internal medicine training programs to provide the Accreditation Council for Graduate Medical Education (ACGME) with semiannual information about each resident's progress in 22 subcompetency domains. Evaluation of resident "trustworthiness" in performing entrustable professional activities (EPAs) may offer a more tangible assessment construct than evaluations based on expectations of usual progression toward competence. However, translating results from EPA-based evaluations into ACGME milestone progress reports has proven to be challenging because the constructs that underlay these two systems differ...
July 2016: Academic Medicine: Journal of the Association of American Medical Colleges
Cornelis T M van Houwelingen, Anna H Moerman, Roelof G A Ettema, Helianthe S M Kort, Olle Ten Cate
BACKGROUND: Telehealth is viewed as a major strategy to address the increasing demand for care and a shrinking care professional population. However, most nurses are not trained or are insufficiently trained to use these technologies effectively. Therefore, the potential of telehealth fails to reach full utilization. A better understanding of nursing telehealth entrustable professional activities (NT-EPAs) and the required competencies can contribute to the development of nursing telehealth education...
April 2016: Nurse Education Today
Andrea Weiss, Ana Ozdoba, Vanessa Carroll, Felicia DeJesus
No abstract text is available yet for this article.
October 2016: Academic Psychiatry
Carol Carraccio, Robert Englander, Joseph Gilhooly, Richard Mink, Dena Hofkosh, Michael A Barone, Eric S Holmboe
The transition to competency-based medical education (CBME) and adoption of the foundational domains of competence by the Accreditation Council for Graduate Medical Education, Association of American Medical Colleges (AAMC), and American Board of Medical Specialties' certification and maintenance of certification (MOC) programs provided an unprecedented opportunity for the pediatrics community to create a model of learning and assessment across the continuum. Two frameworks for assessment in CBME have been promoted: (1) entrustable professional activities (EPAs) and (2) milestones that define a developmental trajectory for individual competencies...
March 8, 2016: Academic Medicine: Journal of the Association of American Medical Colleges
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