scholarly journals Entrustable professional activities for workplace assessment of general practice trainees

2019 ◽  
Vol 210 (8) ◽  
pp. 354-359 ◽  
Author(s):  
Nyoli Valentine ◽  
Jon Wignes ◽  
Jill Benson ◽  
Stephanie Clota ◽  
Lambert WT Schuwirth
Keyword(s):  
General Practice ◽  
Entrustable Professional Activities ◽  
Professional Activities ◽  
Workplace Assessment

scholarly journals Workplace assessment in crisis? The way forward

2016 ◽  
Vol 40 (2) ◽  
pp. 61-63 ◽  
Author(s):  
Denis O'Leary ◽  
Hasanan Al-Taiar ◽  
Nicholas Brown ◽  
Tomasz Bajorek ◽  
Marjan Ghazirad ◽  
...  
Keyword(s):  
Supervised Learning ◽  
Royal College ◽  
Summative Assessment ◽  
Entrustable Professional Activities ◽  
Assessment Of Performance ◽  
Professional Activities ◽  
Workplace Assessment ◽  
The Way

SummaryA recent Royal College of Physicians' study on assessment raises serious questions for workplace assessment. To address these, a system is recommended that bridges the gap from competence to performance and integrates supervised learning events (SLEs) that are formative in purpose with summative assessment of performance by entrustable professional activities (EPAs).

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

scholarly journals Workplace-based assessments of entrustable professional activities in a psychiatry core clerkship: an observational study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Severin Pinilla ◽  
Alexandra Kyrou ◽  
Stefan Klöppel ◽  
Werner Strik ◽  
Christoph Nissen ◽  
...  
Keyword(s):  
Clinical Encounter ◽  
Entrustable Professional Activities ◽  
Written Feedback ◽  
Professional Activities ◽  
Quality Feedback ◽  
Observational Prospective Cohort Study ◽  
Competency Based ◽  
Patient’S History ◽  
Indirect Supervision ◽  
Clerkship Rotation

Abstract Background Entrustable professional activities (EPAs) in competency-based, undergraduate medical education (UME) have led to new formative workplace-based assessments (WBA) using entrustment-supervision scales in clerkships. We conducted an observational, prospective cohort study to explore the usefulness of a WBA designed to assess core EPAs in a psychiatry clerkship. Methods We analyzed changes in self-entrustment ratings of students and the supervisors’ ratings per EPA. Timing and frequencies of learner-initiated WBAs based on a prospective entrustment-supervision scale and resultant narrative feedback were analyzed quantitatively and qualitatively. Predictors for indirect supervision levels were explored via regression analysis, and narrative feedback was coded using thematic content analysis. Students evaluated the WBA after each clerkship rotation. Results EPA 1 (“Take a patient’s history”), EPA 2 (“Assess physical & mental status”) and EPA 8 (“Document & present a clinical encounter”) were most frequently used for learner-initiated WBAs throughout the clerkship rotations in a sample of 83 students. Clinical residents signed off on the majority of the WBAs (71%). EPAs 1, 2, and 8 showed the largest increases in self-entrustment and received most of the indirect supervision level ratings. We found a moderate, positive correlation between self-entrusted supervision levels at the end of the clerkship and the number of documented entrustment-supervision ratings per EPA (p < 0.0001). The number of entrustment ratings explained 6.5% of the variance in the supervisors’ ratings for EPA 1. Narrative feedback was documented for 79% (n = 214) of the WBAs. Most narratives addressed the Medical Expert role (77%, n = 208) and used reinforcement (59%, n = 161) as a feedback strategy. Students perceived the feedback as beneficial. Conclusions Using formative WBAs with an entrustment-supervision scale and prompts for written feedback facilitated targeted, high-quality feedback and effectively supported students’ development toward self-entrusted, indirect supervision levels.

scholarly journals Entrustable Professional Activities in Hematopathology Pathology Fellowship Training: Consensus Design and Proposal

2021 ◽  
Vol 8 ◽  
pp. 237428952199082
Author(s):  
Kristie White ◽  
Julianne Qualtieri ◽  
Elizabeth L. Courville ◽  
Rose C. Beck ◽  
Bachir Alobeid ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Fellowship Training ◽  
Entrustable Professional Activities ◽  
Guidance Document ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Professional Activities ◽  
Constructive Feedback ◽  
Delphi Approach

Hematopathology fellowship education has grown in complexity as patient-centered treatment plans have come to depend on integration of clinical, morphologic, immunophenotypic, molecular, and cytogenetic variables. This complexity is in competition with the need for timely hematopathology care with stewardship of patient, laboratory, and societal resources. Accreditation Council for Graduate Medical Education Milestones provide a guidance document for hematopathology training, but fellows and their educators are in need of a simple framework that allows assessment and feedback of growth toward independent hematopathology practice. Entrustable professional activities provide one such framework, and herein, we provide proposed Hematopathology Fellowship Entrustable Professional Activities based on review of pertinent guidelines and literature, with multiple rounds of expert and stakeholder input utilizing a modified mini-Delphi approach. Ten core entrustable professional activities deemed essential for graduating hematopathology fellows were developed together with skills and knowledge statements, example scenarios, and corresponding Accreditation Council for Graduate Medical Education Milestones. Application of these entrustable professional activities in program design, fellow evaluation, and decisions regarding level of supervision is discussed with consideration of benefits and barriers to implementation. These entrustable professional activities may be used by hematopathology fellowship directors and faculty to provide fellows with timely constructive feedback, determine entrustment decisions, provide the Clinical Competency Committee with granular data to support Milestone evaluations, and provide insight into areas of potential improvement in fellowship training. Fellows will benefit from a clear roadmap to independent hematopathology practice with concrete and timely feedback.

Facilitators and Inhibitors to Assessing Entrustable Professional Activities in Pediatric Residency

2020 ◽  
Author(s):  
Daniel J. Schumacher ◽  
Abigail Martini ◽  
Benjamin Kinnear ◽  
Matthew Kelleher ◽  
Dorene F. Balmer ◽  
...  
Keyword(s):  
Entrustable Professional Activities ◽  
Professional Activities ◽  
Pediatric Residency
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