Article
Education, Scientific Disciplines
Claudio Violato, Michael J. J. Cullen, Robert Englander, Katherine E. E. Murray, Patricia M. M. Hobday, Emily Borman-Shoap, Ozge Ersan
Summary: Frequent assessments on EPAs provided a developmental picture of competence consistent with the negative exponential learning curve theory. This finding was true across a variety of EPAs and across students, and the time to attain the threshold level of performance on the EPA for entrustment varied by student and EPA. The results provide validity evidence for an EPA-based program of assessment. Students assessed using multiple observations performing the Core EPAs for entering residency demonstrate classic developmental progression toward the desired level of competence resulting in entrustment decisions. Future work with larger data samples will allow further psychometric analyses of assessment of EPAs.
Article
Education & Educational Research
Ieda Francischetti, Ylva Holzhausen, Harm Peters
Summary: This article reports on a modified Delphi study conducted in a Brazilian community medical school, which successfully defined 11 EPAs for training medical students in community medicine. These EPAs cover comprehensive care for individual health, family health, and community health needs.
BMC MEDICAL EDUCATION
(2022)
Article
Education, Scientific Disciplines
David R. Steeb, Tina P. Brock, Sarah A. Dascanio, Paul K. Drain, Allison Squires, Melissa Thumm, Robin Tittle, Stuart T. Haines
Summary: This study aimed to develop entrustable professional activities (EPAs) for global health with participation from 55 experts. A total of 22 core activities were identified and categorized into 5 role domains, with activities in the equity advocate and partnership developer domains rated as most important.
Article
Education & Educational Research
Christina Gummesson, Stina Alm, Anna Cederborg, Mattias Ekstedt, Jarl Hellman, Hans Hjelmqvist, Magnus Hultin, Katarina Jood, Charlotte Leanderson, Bertil Lindahl, Riitta Moller, Bjorn Rosengren, Anders Sjalander, Peter J. Svensson, Stefan Sarnblad, Alexander Tejera
Summary: This study aimed to define Core EPAs for undergraduate medical education and explore the social validity of these constructs. Ten Core EPAs were defined and validated, and were assessed as relevant for Swedish undergraduate medical education. However, there was a gap between the perceived importance of these EPAs and the students' ability to perform them independently at the time of graduation.
BMC MEDICAL EDUCATION
(2023)
Article
Pediatrics
Daniel J. Schumacher, Abigail Martini, Benjamin Kinnear, Matthew Kelleher, Dorene F. Balmer, Victoria Wurster-Ovalle, Carol Carraccio
Summary: This study revealed that the implementation of EPA-based assessment in pediatric residency programs is influenced by a range of facilitators and inhibitors. These factors include alignment of EPA construct with local views of performance and assessment, identification of curriculum gaps through EPA assessment, impact of clinical competency committee structure and process on EPA-based assessment, and the role of faculty engagement and development in driving the ability to assess EPAs. Participants noted that areas considered as facilitators for some were inhibitors for others, ultimately affecting the overall ability to assess EPAs. Additionally, the alignment of EPA construct with local views of performance and assessment can significantly impact the program's ability to assess EPAs overall.
ACADEMIC PEDIATRICS
(2021)
Article
Education, Scientific Disciplines
Matthew R. Imm, Gauri Agarwal, Chi Zhang, Amar R. Deshpande, Barry Issenberg, Latha Chandran
Summary: Aligning workplace-based assessments with core entrustable professional activities can help monitor student progress in undergraduate medical education. The authors developed an assessment tool combining different frameworks and demonstrated its usability in clinical settings. Student performance improved over the course of clinical clerkships.
Article
Education & Educational Research
Jannat Mashayekhi, Mahboobeh Khabaz Mafinejad
Summary: The aim of this study was to develop core competencies and Entrustable Professional Activities (EPAs) for faculty members in medical ethics through faculty development programs. The study consisted of five stages: extracting categories and subcategories, checking the content validity, developing a framework for EPAs, compiling the content validity of EPAs, and mapping EPAs to core competencies. Ultimately, five core competencies and 23 EPAs were developed.
BMC MEDICAL EDUCATION
(2023)
Article
Surgery
Karen J. Brasel, Brenessa Lindeman, Andrew Jones, George A. Sarosi, Rebecca Minter, Mary E. Klingensmith, James Whiting, David Borgstrom, Jo Buyske, John D. Mellinger
Summary: This study aimed to determine the feasibility and utility of Entrustable Professional Activities (EPAs) in general surgery resident training. By collecting microassessments on common procedures and activities and utilizing the clinical competency committee's summative entrustment decisions, the study found that widespread implementation of EPAs is possible and graduating residents are entrusted to perform common surgical procedures independently without supervision.
Article
Education, Scientific Disciplines
Inge Pool, Saskia Hofstra, Marieke van der Horst, Olle ten Cate
Summary: Healthcare has become highly specialized, with specialists playing a crucial role in delivering high-quality care. However, this specialization has also led to fragmentation, with professionals often trained in separate postgraduate programs and facing challenges in collaboration. The concept of transdisciplinary entrustable professional activities (EPAs) has been proposed to enhance collaboration and flexibility in healthcare education. This paper discusses the practical and conceptual issues surrounding transdisciplinary EPAs and their potential impact on professional identity.
Editorial Material
Education, Scientific Disciplines
Marije P. Hennus, Jennie B. Jarrett, David R. Taylor, Olle ten Cate
Summary: This article provides practical recommendations for developing Entrustable Professional Activities (EPAs), including assembling a core team, building expertise, establishing a shared understanding of the purpose of EPAs, drafting preliminary EPAs, elaborating EPAs, using a framework of supervision, performing a structured quality check, using a Delphi approach for refinement and/or consensus, pilot testing EPAs, attuning EPAs to their feasibility in assessment, mapping EPAs to existing curriculum, and building a revision plan.
Article
Education, Scientific Disciplines
Jacqueline de Graaf, Marieke Bolk, Auk Dijkstra, Marieke van der Horst, Reinier G. G. Hoff, Olle ten Cate
Summary: Postgraduate medical education in the Netherlands has shifted towards competency-based education, with the introduction of the CanMEDS competency framework and the implementation of entrustable professional activities (EPAs) in specialty programs. A government-funded project by the Dutch Association of Medical Specialists (DAMS) aimed to create more flexibility and individualization in training programs, resulting in a reduction of training length by an average of 3 months.
Review
Education & Educational Research
Severin Pinilla, Eric Lenouvel, Andrea Cantisani, Stefan Kloeppel, Werner Strik, Soeren Huwendiek, Christoph Nissen
Summary: The use of EPAs in clinical rotations in UME shows promising results, with specialty-specific and context-adapted EPAs along with entrustment-supervision scales potentially enhancing formative assessment. Inconsistent validity frameworks were identified, and additional faculty time and resources were required for effective implementation strategies. More empirical research is needed to further explore the assessment and advancement of trainees from UME to graduate medical education based on summative entrustment decisions.
BMC MEDICAL EDUCATION
(2021)
Article
Education, Scientific Disciplines
Jonathan M. Amiel, Dorothy A. Andriole, Diane M. Biskobing, David R. Brown, William B. Cutrer, Matthew T. Emery, George C. Mejicano, Michael S. Ryan, Jennifer L. Swails, Dianne P. Wagner
Summary: The study focused on the implementation of the Core EPAs for Entering Residency Pilot project, evaluating the impact of Core EPAs on graduates' early residency performance. Authors described the schools' ability to collect multimodal evidence and faculty committees' decision-making processes, reflecting on the performance of each Core EPA.
Review
Education, Scientific Disciplines
Andrea Louise Bramley, Lisa McKenna
Summary: Entrustable professional activities (EPAs) are a recent enhancement to competency-based health professional education that describe the work done by a competent health professional. They have been used primarily in postgraduate medical education but are gaining acceptance in undergraduate health professional education as well. The main motivations for using EPAs include improving patient safety and student assessment.
Article
Education & Educational Research
Feng Yan, Xu Yang, Ligang Zhang, Huaqin Cheng, Luyuan Bai, Fude Yang
Summary: The authors established entrustable professional activities for psychiatry residents in China through literature research and expert consultations. They screened and optimized these activities using the Delphi method. The results showed a 100% questionnaire recovery rate in the two consultation rounds. The authors formulated 17 entrustable professional activities with phase-based modularization and determined the entrustable level for each stage.
BMC MEDICAL EDUCATION
(2023)
Article
Education, Scientific Disciplines
Helen K. Morgan, George C. Mejicano, Susan Skochelak, Kimberly Lomis, Richard Hawkins, Allan R. Tunkel, Elizabeth A. Nelson, David Henderson, Anita V. Shelgikar, Sally A. Santen
Editorial Material
Education, Scientific Disciplines
Gary L. Beck Dallaghan, Lisa Coplit, William B. Cutrer, Sheila Crow
Article
Education, Scientific Disciplines
Lisa Auerbach, Sally A. Santen, William B. Cutrer, Michelle Daniel, Amy L. Wilson-Delfosse, Nicole K. Roberts
Editorial Material
Education, Scientific Disciplines
William B. Cutrer, Donald Brady
Article
Education, Scientific Disciplines
Kimberly D. Lomis, Sally A. Santen, Michael Dekhtyar, Victoria Stagg Elliott, Judee Richardson, Maya M. Hammoud, Richard Hawkins, Susan E. Skochelak
Summary: The ACE initiative by the American Medical Association aims to foster innovations in medical education through funding and consortium partnerships. Qualitative analysis revealed that the success of the initiative lies in stimulating comprehensive changes and making a significant impact across medical students, faculty, schools, health systems, and the broader educational landscape.
Article
Education & Educational Research
Martin Pusic, Elissa Hall, Heather Billings, Jeremy Branzetti, Laura R. Hopson, Linda Regan, Michael A. Gisondi, William B. Cutrer
Summary: Adaptive expertise combines efficient problem-solving with the ability to learn and innovate in clinical encounters. Fostering adaptive expertise requires deep and effortful learning, which can be challenging to implement in health professions education.
ADVANCES IN HEALTH SCIENCES EDUCATION
(2022)
Review
Medical Informatics
Kim Garvey, Kelly Jean Thomas Craig, Regina Russell, Laurie L. Novak, Don Moore, Bonnie M. Miller
Summary: This paper systematically identifies the competencies needed for healthcare professionals to effectively use AI tools in clinical settings. While there are numerous studies on the potential effectiveness of AI technologies in healthcare, few address the specific competencies required by clinicians.
JMIR MEDICAL INFORMATICS
(2022)
Article
Health Care Sciences & Services
Laurie Lovett Novak, Regina G. Russell, Kim Garvey, Mehool Patel, Kelly Jean Thomas Craig, Jane Snowdon, Bonnie Miller
Summary: Artificial intelligence-based algorithms in health care are facing challenges such as bias, implementation problems, and potential harm to patients. To achieve the promise of improving health using AI-based tools, healthcare organizations need to be AI-capable, with policies and processes aligned with societal guidance. There is a need for more research on organizational processes, knowledge, resources, and societal guidance for the safe and effective deployment of AI in health care.
Article
Education, Scientific Disciplines
J. K. Stringer, Larry D. Gruppen, Michael S. Ryan, Samara B. Ginzburg, William B. Cutrer, Margaret Wolff, Sally A. Santen
Summary: This study aimed to develop an instrument for measuring the master adaptive learning (MAL) process in medical students and evaluate its psychometric properties. The findings revealed that the original 67 items were reduced to 28 items that loaded onto four factors: Planning, Learning, Resilience, and Motivation. These findings serve as a starting point for future research to identify and support adaptive learners.
MEDICAL SCIENCE EDUCATOR
(2022)
Article
Education, Scientific Disciplines
William B. Cutrer, W. Anderson Spickard, Marc M. Triola, Bradley L. Allen, Nathan Spell, Steven K. Herrine, John L. Dalrymple, Paul N. Gorman, Kimberly D. Lomis
Summary: The explosion of medical information calls for a thorough reconsideration of medical education, focusing on developing self-aware, self-directed, team players in a personalized education environment leveraging informatics.
Article
Education, Scientific Disciplines
Catherine Zivanov, Xuanyi Li, Kaustav P. Shah, Lourdes Estrada, William B. Cutrer, Mary Hooks, Vicki Keedy, Kimberly Brown Dahlman
Summary: Precision medicine is revolutionizing healthcare practices, especially in the field of oncology. The Clinical Cancer Medicine Integrated Science Course at Vanderbilt University School of Medicine combines classroom and patient care activities to enhance students' understanding of cancer biology and clinical oncology. The course serves as a model for incorporating precision oncology, foundational cancer biology science, and oncology patient care activities in undergraduate medical education, preparing students for caring for oncology patients in their future medical careers.
MEDICAL SCIENCE EDUCATOR
(2021)
Article
Ethics
Alexander Langerman, William B. Cutrer, Elizabeth Ann Yakes, Keith G. Meador
Article
Education, Scientific Disciplines
Jeremy J. Moeller, Jamie B. Warren, Ruth M. Crowe, Dianne P. Wagner, William B. Cutrer, Abbas A. Hyderi, Carla S. Lupi, Vivian T. Obeso, Sandra Yingling, Dorothy A. Andriole, David R. Brown
MEDICAL SCIENCE EDUCATOR
(2020)