Entrustable Professional Activities: A Faculty Development Workshop for Adding EPAs Into Your Medical Trainee’s Assessment Portfolio

Publication ID Published Volume
10528 January 6, 2017 13

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Abstract

Introduction: The last 3 decades have seen significant changes in medical education and corresponding assessment of medical trainees. Competency-based medical education provided a more comprehensive model than the previous time-based process but remained insufficient. Introduced in 2005, entrustable professional activities (EPAs) offer a more robust curriculum development and assessment process, especially in regard to clinician-oriented workplace-based assessments. Despite their intuitive match with decisions made in the clinical environment daily by clinicians, the development of specialty-specific EPAs and corresponding culturally situated assessment tools has lagged. Methods: To address this gap, a 90-minute faculty development workshop was created to introduce faculty to EPAs and their assessment and to provide hands-on practice developing and using EPAs. Results: Previous facilitations of this workshop received favorable responses from participants regarding level of detail, understanding of the content, and intent to employ EPAs at their own institutions. Discussion: Implementation of EPAs into the assessment portfolio of medical trainees following this workshop will maximize confidence in determining when a trainee is ready for independent practice.

Citation

Sood L, Emke AR, Castillo J-M, Youssef N, Yeh DD. Entrustable professional activities: a faculty development workshop for adding EPAs into your medical trainee’s assessment portfolio. MedEdPORTAL Publications. 2017;13:10528. https://doi.org/10.15766/mep_2374-8265.10528

Contains time-sensitive information that will likely be inaccurate, obsolete, or irrelevant by August 16, 2019

Educational Objectives

By the end of this session, attendees will be able to:

  1. Review the changes in medical education and assessment from a time-based to competency-based model.
  2. Discuss ongoing challenges in assessing medical trainees.
  3. Describe the role of entrustable professional activities in assessment.

Keywords

  • Entrustable Professional Activities, Competency-Based Medical Education, Competency-Based Education

References

  1. Snell LS, Frank JR. Competencies, the tea bag model, and the end of time. Med Teach. 2010;32(8):629-630. https://doi.org/10.3109/0142159X.2010.500707
  2. Swing SR. The ACGME Outcome Project: retrospective and prospective. Med Teach. 2007;29(7):648-654. https://doi.org/10.1080/01421590701392903
  3. Tekian A, Hodges BD,Roberts TE,Schuwirth L,Norcini J. Assessing competencies using milestones along the way. Med Teach. 2015;37(4):399-402. https://doi.org/10.3109/0142159X.2014.993954
  4. ten Cate O. Entrustability of professional activities and competency-based training. Med Educ. 2005;39(12):1176-1177. https://doi.org/10.1111/j.1365-2929.2005.02341.x
  5. ten Cate O, Scheele F. Viewpoint: competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad Med. 2007;82(6):542-547. https://doi.org/10.1097/ACM.0b013e31805559c7

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ISSN 2374-8265