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

Lonika Sood, Amanda R. Emke, Jean Marie Castillo, Nazih Youssef, Daniel Dante Yeh

Research output: Contribution to journalArticlepeer-review

2 Scopus citations

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.

Original languageEnglish (US)
Pages (from-to)10528
Number of pages1
JournalMedEdPORTAL : the journal of teaching and learning resources
Volume13
DOIs
StatePublished - Jan 6 2017
Externally publishedYes

Keywords

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

ASJC Scopus subject areas

  • Medicine(all)

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