Journal
MEDICAL TEACHER
Volume 43, Issue 7, Pages 737-744Publisher
TAYLOR & FRANCIS LTD
DOI: 10.1080/0142159X.2021.1924365
Keywords
Clinical assessment; outcomes-based; undergraduate education; postgraduate education
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The rapid uptake of entrustable professional activities and entrustment decision-making in medical and health professions education may lead to confusion in the use of new terminologies. The authors seek to clarify various words related to the concept of entrustment, aiming to establish logical consistency. They emphasize the critical importance of a shared understanding of language around entrustment to strengthen connections among stages of training and practice.
With the rapid uptake of entrustable professional activties and entrustment decision-making as an approach in undergraduate and graduate education in medicine and other health professions, there is a risk of confusion in the use of new terminologies. The authors seek to clarify the use of many words related to the concept of entrustment, based on existing literature, with the aim to establish logical consistency in their use. The list of proposed definitions includes independence, autonomy, supervision, unsupervised practice, oversight, general and task-specific trustworthiness, trust, entrust(ment), entrustable professional activity, entrustment decision, entrustability, entrustment-supervision scale, retrospective and prospective entrustment-supervision scales, and entrustment-based discussion. The authors conclude that a shared understanding of the language around entrustment is critical to strengthen bridges among stages of training and practice, such as undergraduate medical education, graduate medical education, and continuing professional development. Shared language and understanding provide the foundation for consistency in interpretation and implementation across the educational continuum.
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