scholarly journals The Report of the 2017-2018 Professional Affairs Standing Committee: The Development of the Preceptor Self-Assessment Tool for Entrustable Professional Activities for New Graduates

2018 ◽  
Vol 82 (7) ◽  
pp. 7162 ◽  
Author(s):  
Susan S. Vos Chair ◽  
Meagan M. Brown ◽  
Elizabeth A. Cardello ◽  
Matthew R. Dintzner ◽  
George E. MacKinnon ◽  
...  
Keyword(s):  
Assessment Tool ◽  
Entrustable Professional Activities ◽  
Self Assessment ◽  
Standing Committee ◽  
Professional Activities ◽  
New Graduates

scholarly journals Assessing Entrustable Professional Activities Using an Orientation OSCE: Identifying the Gaps

2019 ◽  
Vol 11 (2) ◽  
pp. 214-220 ◽  
Author(s):  
Sheena CarlLee ◽  
Jane Rowat ◽  
Manish Suneja
Keyword(s):  
Global Assessment ◽  
Clinical Skills ◽  
Objective Assessment ◽  
Entrustable Professional Activities ◽  
Just In Time ◽  
Immediate Feedback ◽  
Self Assessment ◽  
Professional Activities ◽  
Critical Skills ◽  
Baseline Information

ABSTRACT Background  A residency program's intern cohort is comprised of individuals from different medical schools that place varying levels of emphasis on Core Entrustable Professional Activities for Entering Residency (CEPAERs). Program directors have expressed concerns about the preparedness of medical school graduates. Though guiding principles for implementation of the CEPAERs have been published, studies using this framework to assess interns' baseline skills during orientation are limited. Objective  A CEPAER-based objective structured clinical examination (OSCE) was implemented with the aims to (1) assess each intern's baseline clinical skills and provide formative feedback; (2) determine an intern's readiness for resident responsibilities; (3) inform individualized education plans; and (4) address identified gaps through curricular change. Methods  During orientation, all 33 interns from internal medicine (categorical, preliminary, and medicine-psychiatry) participated in the OSCE. Six 20-minute stations evaluated 8 EPAs. Faculty completed a global assessment, and standardized patients completed a communications checklist and global assessment. All interns completed a self-assessment of baseline skills and a post-OSCE survey. Results  Stations assessing handoffs, informed consent, and subjective, objective, assessment, and plan (SOAP) note were the lowest-performing stations. Interns performed lower in skills for which they did not report previous training. Formal instruction was incorporated into didactic sessions for the lowest-performing stations. The majority of interns indicated that the assessment was useful, and immediate feedback was beneficial. Conclusions  This OSCE during orientation offers just-in-time baseline information regarding interns' critical skills and may lead to individualized feedback as well as continuous curricular improvement.

scholarly journals Tracked Patient Encounters During Advanced Pharmacy Practice Experiences and Skill Self-assessment Using Entrustable Professional Activities

2019 ◽  
Vol 83 (9) ◽  
pp. 7349
Author(s):  
Jody L. Lounsbery ◽  
Bethany A. Von Hoff ◽  
Scott A. Chapman ◽  
Caitlin K. Frail ◽  
Jean Y. Moon ◽  
...  
Keyword(s):  
Pharmacy Practice ◽  
Entrustable Professional Activities ◽  
Self Assessment ◽  
Professional Activities

Entrustable Professional Activities in General Surgery: Trends in Resident Self-Assessment

2020 ◽  
Vol 77 (6) ◽  
pp. 1562-1567
Author(s):  
Christopher C. Stahl ◽  
Sarah A. Jung ◽  
Alexandra A. Rosser ◽  
Aaron S. Kraut ◽  
Benjamin H. Schnapp ◽  
...  
Keyword(s):  
General Surgery ◽  
Entrustable Professional Activities ◽  
Self Assessment ◽  
Professional Activities

scholarly journals Report of the 2016-17 Academic Affairs Standing Committee: Entrustable Professional Activities Implementation Roadmap

2017 ◽  
Vol 81 (5) ◽  
pp. S4 ◽  
Author(s):  
Amy L. Pittenger ◽  
Debra A. Copeland ◽  
Matthew M. Lacroix ◽  
Quamrun N. Masuda ◽  
Peter Mbi ◽  
...  
Keyword(s):  
Academic Affairs ◽  
Entrustable Professional Activities ◽  
Standing Committee ◽  
Professional Activities

Building Entrustable Professional Activities In Residency Training: Peripheral Blood Smear And Body Fluid Analysis

2020 ◽  
Vol 154 (Supplement_1) ◽  
pp. S96-S96
Author(s):  
K S Theil ◽  
M O Nakashima ◽  
S L Ondrejka ◽  
C V Cotta
Keyword(s):  
Peripheral Blood ◽  
Laboratory Testing ◽  
Body Fluid ◽  
Blood Smear ◽  
Peripheral Blood Smear ◽  
Entrustable Professional Activities ◽  
Self Assessment ◽  
Cell Identification ◽  
Professional Activities ◽  
Competency Assessments

Abstract Introduction/Objective Entrustable professional activities (EPAs) are defined as specialty-specific tasks representing a unit of professional practice that can be entrusted to unsupervised performance by a trainee following attainment of sufficient task-specific competence. EPAs and periodic competency assessments also provide a framework for evaluating relevant ACGME milestones. We describe our experience creating EPAs for peripheral blood smear (PBS) and body fluid (BF) analysis through which residents became qualified to act as laboratory testing personnel. Methods Training occurred during a 6 week “boot camp” for PGY2 and PGY4 residents in July-August 2018 and July-August 2019. Training for PBS included didactic lectures in automated hematology and RBC morphology (2 hr) and WBC and platelet morphology (2 hr); faculty-guided microscope reviews of RBC (2 hr) and WBC morphology (2 hr) using a training checklist; completion of RBC and WBC self-assessment quizzes; and a 40 question graded exam that covered cell identification, lab protocols, and case scenarios. Training for BF included didactic lectures (2 hr); faculty-guided microscope review of BF slides using a training checklist; completion of a BF self-assessment quiz; and a 40 question graded exam that covered cell identification, lab protocol, and case scenarios. Following successful completion of the graded exam residents were deemed competent to perform unsupervised review of cases initially flagged as abnormal by laboratory technologists; they were required to obtain attending review prior to release of results in defined situations. Formal competency assessments according to CLIA standards were done at 6 and 12 months after initial training. Impact on laboratory workflow and turnaround time was assessed before and after training. Conclusion We successfully created EPAs for PBS and BF analysis through which residents became qualified to act as laboratory testing personnel. There was no adverse impact on laboratory turnaroud time, and the number of PBS and BF cases requiring attending pathologist review decreased. Residents appreciated this tangible opportunity to gain graduated responsibility that prepared them for future practice. Periodic competency assessments provide an opportunity to evaluate relevant ACGME milestones. Our training and assessment program and EPAs can serve as a template for other residency programs.

Development of Entrustable Professional Activities for Training of Hospice and Palliative Care Pharmacists (SCI961)

2021 ◽  
Vol 61 (3) ◽  
pp. 702-703
Author(s):  
Kashelle Lockman ◽  
Maria Lowry ◽  
Sandra Discala ◽  
Tanya Uritsky ◽  
Amanda Lovell ◽  
...  
Keyword(s):  
Palliative Care ◽  
Entrustable Professional Activities ◽  
Professional Activities ◽  
Hospice And Palliative Care
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