P.178 Neurosurgical Faculty Expectations of Entrustable Professional
                        Activities Evaluations

Background: Competence by Design (CBD), a new outcomes-based approach to medical education, has been recently introduced into neurosurgical programs across Canada. A cornerstone of this educational paradigm shift requires evaluation of residents’ performances of entrustable professional activities (EPAs). This study aimed to define Faculty expectations and markers of competence for resident EPA performances. Methods: Canada-wide survey of neurosurgical Faculty (NSF) with a 55-item online questionnaire referencing 15/45 available core neurosurgery EPAs. Results: Of the 52 respondents, majority believed that being able to perform safely (98%), effectively (92%) and independently (90%) and being able to adapt to contextual complexities of the case (88%) and unexpected events (88%) represented necessary qualities for demonstrating competence achievement of an EPA. Performing efficiently, without supervision and responding to rare events were all considered less important. On average, NSF believed that at least five separate assessments involving two or more different assessors were necessary for documenting competence achievement of each EPA. Proportion believing EPAs were representative of general neurosurgery competences varied significantly across all EPAs (p<0.00001) with >25% believing 5/15 EPAs required fellowship training. Conclusions: This study defined expectations and indicators of competent surgical performance and revealed a significant debate regarding perceived appropriateness of current EPAs for general neurosurgical training.

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

Academic Pathology ◽

10.1177/2374289521990823 ◽

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.

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Entrustable Professional Activities and Curricular Milestones for Fellowship Training in Pulmonary and Critical Care Medicine

Critical Care Medicine ◽

10.1097/ccm.0000000000000615 ◽

2014 ◽

Vol 42 (10) ◽

pp. 2290-2291 ◽

Cited By ~ 16

Author(s):

Henry E. Fessler ◽

Doreen Addrizzo-Harris ◽

James M. Beck ◽

John D. Buckley ◽

Stephen M. Pastores ◽

...

Keyword(s):

Critical Care ◽

Fellowship Training ◽

Critical Care Medicine ◽

Entrustable Professional Activities ◽

Professional Activities

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A search for entrustable professional activities for the 1st year pathology postgraduate trainees

Journal of Laboratory Physicians ◽

10.4103/jlp.jlp_51_17 ◽

2018 ◽

Vol 10 (01) ◽

pp. 026-030 ◽

Cited By ~ 3

Author(s):

Pooja Sharma ◽

Nadeem Tanveer ◽

Aditi Goyal

Keyword(s):

Medical Education ◽

Training Program ◽

Paradigm Shift ◽

Entrustable Professional Activities ◽

Average Score ◽

Professional Activities ◽

The Past ◽

Cumulative Score ◽

Competency Based ◽

The Right

Abstract INTRODUCTION: During the past decade, there has been a paradigm shift in medical education from the problem-based learning to competency-based training. This has forced a rethink on the way we evaluate the residents and finally give them the right to handle patients independently. This study makes the first attempt towards designing competency-based training program for pathology residents by formulating the entrustable professional activities (EPAs) for the 1st year pathology residents. MATERIALS AND METHODS: A questionnaire comprising 18 potential EPAs in histopathology and 12 potential EPAs in cytology were circulated among the residents of Pathology Department. The respondents were asked to grade the EPAs on a scale of 0–4 based on how important they considered that activity as EPA. The cumulative score of each EPA was divided by the number of respondents to arrive at the average score. The EPAs with an average score of 3 or more qualified to be shortlisted as consensus EPAs. RESULTS: Five activities each of histopathology and cytopathology had an average score of 3 or above and were shortlisted as EPAs for the 1st year pathology postgraduates. Each of these was also mapped to their respective competencies. CONCLUSION: There is an urgent need to restructure the postgraduate pathology curriculum in line with competency-based training. This study is the first step in this direction.

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