scholarly journals Implementing an Entrustable Professional Activities Framework in Undergraduate Medical Education

2017 ◽  
Vol 92 (6) ◽  
pp. 765-770 ◽  
Author(s):  
Kimberly Lomis ◽  
Jonathan M. Amiel ◽  
Michael S. Ryan ◽  
Karin Esposito ◽  
Michael Green ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Entrustable Professional Activities ◽  
Professional Activities

scholarly journals Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Severin Pinilla ◽  
Eric Lenouvel ◽  
Andrea Cantisani ◽  
Stefan Klöppel ◽  
Werner Strik ◽  
...  
Keyword(s):  
Medical Education ◽  
Curriculum Development ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Implementation Strategies ◽  
Entrustable Professional Activities ◽  
Research Approach ◽  
Clinical Rotations ◽  
Professional Activities ◽  
Scoping Reviews

Abstract Background Entrustable professional activities (EPAs) are increasingly used in undergraduate medical education (UME). We conducted a scoping review to summarize the evidence for the use of EPAs in clinical rotations in UME. Methods We searched multiple databases for scoping reviews based on the PRISMA guidelines for articles reporting qualitative and quantitative research, as well as conceptual and curriculum development reports, on EPAs in UME clinical rotations. Results We identified 3309 records by searching through multiple databases. After the removal of duplicates, 1858 reports were screened. A total of 36 articles were used for data extraction. Of these, 47% reported on EPA and EPA-based curriculum development for clerkships, 50% reported on implementation strategies, and 53% reported on assessment methods and tools used in clerkships. Validity frameworks for developing EPAs in the context of clerkships were inconsistent. Several specialties reported feasible implementation strategies for EPA-based clerkship curricula, however, these required additional faculty time and resources. Limited exposure to clinical activities was identified as a barrier to relevant learning experiences. Educators used nationally defined, or specialty-specific EPAs, and a range of entrustability and supervision scales. We found only one study that used an empirical research approach for EPA assessment. One article reported on the earlier advancement of trainees from UME to graduate medical education based on summative entrustment decisions. Conclusions There is emerging evidence concerning how EPAs can be effectively introduced to clinical training in UME. Specialty-specific, nested EPAs with context-adapted, entrustment-supervision scales might be helpful in better leveraging their formative assessment potential.

scholarly journals Importance of context in entrustable professional activities on surgical undergraduate medical education

MedEdPublish ◽  
2018 ◽  
Vol 7 (2) ◽  
Author(s):  
Samuel Eloy Gutiérrez-Barreto ◽  
Verónica Daniela Durán-Pérez ◽  
Felipe Flores-Morones ◽  
Ricardo Iván Esqueda-Nuñez ◽  
Carlos Abilio Sánchez-Mojica ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Entrustable Professional Activities ◽  
Professional Activities

scholarly journals Validity Evidence for Assessing Entrustable Professional Activities During Undergraduate Medical Education

2021 ◽  
Vol 96 (7S) ◽  
pp. S70-S75
Author(s):  
Claudio Violato ◽  
Michael J. Cullen ◽  
Robert Englander ◽  
Katherine E. Murray ◽  
Patricia M. Hobday ◽  
...  
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Entrustable Professional Activities ◽  
Validity Evidence ◽  
Professional Activities

scholarly journals Scoping Review of Entrustable Professional Activities in Undergraduate Medical Education

2019 ◽  
Vol 94 (7) ◽  
pp. 1040-1049 ◽  
Author(s):  
Eric G. Meyer ◽  
H. Carrie Chen ◽  
Sebastian Uijtdehaage ◽  
Steven J. Durning ◽  
Lauren A. Maggio
Keyword(s):  
Medical Education ◽  
Undergraduate Medical Education ◽  
Scoping Review ◽  
Entrustable Professional Activities ◽  
Professional Activities

scholarly journals Undergraduate Medical Education: Lifestyle Medicine Curriculum Implementation Standards

2021 ◽  
pp. 155982762110081
Author(s):  
Jennifer L. Trilk ◽  
Shannon Worthman ◽  
Paulina Shetty ◽  
Karen R. Studer ◽  
April Wilson ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical School ◽  
American Medical ◽  
Undergraduate Medical Education ◽  
Curriculum Implementation ◽  
Task Force ◽  
Medical Schools ◽  
Lifestyle Medicine ◽  
Professional Activities ◽  
School Curricula

Lifestyle medicine (LM) is an emerging specialty that is gaining momentum and support from around the world. The American Medical Association passed a resolution to support incorporating LM curricula in medical schools in 2017. Since then, the American College of Lifestyle Medicine Undergraduate Medical Education Task Force has created a framework for incorporating LM into medical school curricula. This article provides competencies for medical school LM curriculum implementation and illustrates how they relate to the Association of American Medical College’s Core Entrustable Professional Activities and the LM Certification Competencies from the American Board of Lifestyle Medicine. Finally, standards are presented for how medical schools may receive certification for integrating LM into their curriculum and how medical students can work toward becoming board certified in LM through an educational pathway.

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