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

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...

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Autores principales:	Lonika Sood, Amanda R. Emke, Jean-Marie Castillo, Nazih Youssef, Daniel Dante Yeh
Formato:	article
Lenguaje:	EN
Publicado:	Association of American Medical Colleges 2017
Materias:	Competency-Based Education Entrustable Professional Activities Competency-Based Medical Education Medicine (General) R5-920 Education L
Acceso en línea:	https://doaj.org/article/46fe0b7e0d094841899bc16879c829b9
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spelling	oai:doaj.org-article:46fe0b7e0d094841899bc16879c829b92021-12-03T14:08:15ZEntrustable Professional Activities: A Faculty Development Workshop for Adding EPAs Into Your Medical Trainee's Assessment Portfolio10.15766/mep_2374-8265.105282374-8265https://doaj.org/article/46fe0b7e0d094841899bc16879c829b92017-01-01T00:00:00Zhttp://www.mededportal.org/doi/10.15766/mep_2374-8265.10528https://doaj.org/toc/2374-8265Introduction 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.Lonika SoodAmanda R. EmkeJean-Marie CastilloNazih YoussefDaniel Dante YehAssociation of American Medical CollegesarticleCompetency-Based EducationEntrustable Professional ActivitiesCompetency-Based Medical EducationMedicine (General)R5-920EducationLENMedEdPORTAL, Vol 13 (2017)
institution	DOAJ
collection	DOAJ
language	EN
topic	Competency-Based Education Entrustable Professional Activities Competency-Based Medical Education Medicine (General) R5-920 Education L
spellingShingle	Competency-Based Education Entrustable Professional Activities Competency-Based Medical Education Medicine (General) R5-920 Education L Lonika Sood Amanda R. Emke Jean-Marie Castillo Nazih Youssef Daniel Dante Yeh Entrustable Professional Activities: A Faculty Development Workshop for Adding EPAs Into Your Medical Trainee's Assessment Portfolio
description	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.
format	article
author	Lonika Sood Amanda R. Emke Jean-Marie Castillo Nazih Youssef Daniel Dante Yeh
author_facet	Lonika Sood Amanda R. Emke Jean-Marie Castillo Nazih Youssef Daniel Dante Yeh
author_sort	Lonika Sood
title	Entrustable Professional Activities: A Faculty Development Workshop for Adding EPAs Into Your Medical Trainee's Assessment Portfolio
title_short	Entrustable Professional Activities: A Faculty Development Workshop for Adding EPAs Into Your Medical Trainee's Assessment Portfolio
title_full	Entrustable Professional Activities: A Faculty Development Workshop for Adding EPAs Into Your Medical Trainee's Assessment Portfolio
title_fullStr	Entrustable Professional Activities: A Faculty Development Workshop for Adding EPAs Into Your Medical Trainee's Assessment Portfolio
title_full_unstemmed	Entrustable Professional Activities: A Faculty Development Workshop for Adding EPAs Into Your Medical Trainee's Assessment Portfolio
title_sort	entrustable professional activities: a faculty development workshop for adding epas into your medical trainee's assessment portfolio
publisher	Association of American Medical Colleges
publishDate	2017
url	https://doaj.org/article/46fe0b7e0d094841899bc16879c829b9
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Entrustable Professional Activities: A Faculty Development Workshop for Adding EPAs Into Your Medical Trainee's Assessment Portfolio

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