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      Developing End-of-Training Entrustable Professional Activities for Psychiatry : Results and Methodological Lessons

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          Abstract

          To develop entrustable professional activities (EPAs) for psychiatry and to demonstrate an innovative, validity-enhancing methodology that may be relevant to other specialties.

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          Entrustability of professional activities and competency-based training.

          Olle ten Cate (2005)
          Article 0 comments Cited 260 times – based on 0 reviews     Review now
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            Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99.

            Olle ten Cate, Huiju Carrie Chen, Reinier Hoff … (2015)
            This Guide was written to support educators interested in building a competency-based workplace curriculum. It aims to provide an up-to-date overview of the literature on Entrustable Professional Activities (EPAs), supplemented with suggestions for practical application to curriculum construction, assessment and educational technology. The Guide first introduces concepts and definitions related to EPAs and then guidance for their identification, elaboration and validation, while clarifying common misunderstandings about EPAs. A matrix-mapping approach of combining EPAs with competencies is discussed, and related to existing concepts such as competency milestones. A specific section is devoted to entrustment decision-making as an inextricable part of working with EPAs. In using EPAs, assessment in the workplace is translated to entrustment decision-making for designated levels of permitted autonomy, ranging from acting under full supervision to providing supervision to a junior learner. A final section is devoted to the use of technology, including mobile devices and electronic portfolios to support feedback to trainees about their progress and to support entrustment decision-making by programme directors or clinical teams.
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              The case for use of entrustable professional activities in undergraduate medical education.

              H Carrie Chen, W E Sjoukje van den Broek, Olle ten Cate (2015)
              Many graduate medical education (GME) programs have started to consider and adopt entrustable professional activities (EPAs) in their competency frameworks. Do EPAs also have a place in undergraduate medical education (UME)? In this Perspective article, the authors discuss arguments in favor of the use of EPAs in UME. A competency framework that aligns UME and GME outcome expectations would allow for better integration across the educational continuum. The EPA approach would be consistent with what is known about progressive skill development. The key principles underlying EPAs, workplace learning and trust, are generalizable and would also be applicable to UME learners. Lastly, EPAs could increase transparency in the workplace regarding student abilities and help ensure safe and quality patient care. The authors also outline what UME EPAs might look like, suggesting core, specialty-specific, and elective EPAs related to core clinical residency entry expectations and learner interest. UME EPAs would be defined as essential health care activities with which one would expect to entrust a resident at the beginning of residency to perform without direct supervision. Finally, the authors recommend a refinement and expansion of the entrustment and supervision scale previously developed for GME to better incorporate the supervision expectations for UME learners. They suggest that EPAs could be operationalized for UME if UME-specific EPAs were developed and the entrustment scale were expanded.
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                Author and article information

                Journal
                Title: Academic Medicine
                Abbreviated Title: Academic Medicine
                Publisher: Ovid Technologies (Wolters Kluwer Health)
                ISSN (Print): 1040-2446
                Publication date Created: 2018
                Publication date (Print): July 2018
                Volume: 93
                Issue: 7
                Pages: 1048-1054
                Article
                DOI: 10.1097/ACM.0000000000002058
                PubMed ID: 29166349
                SO-VID: 0f09512c-849d-49f3-8809-745d836fbcb0
                Copyright © © 2018
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