A systematic review of 7 years of research on entrustable professional activities in graduate medical education, 2011-2018

2019 ◽  
Vol 53 (3) ◽  
pp. 234-249 ◽  
Author(s):  
Emily O'Dowd ◽  
Sinéad Lydon ◽  
Paul O'Connor ◽  
Caoimhe Madden ◽  
Dara Byrne
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Entrustable Professional Activities ◽  
Graduate Medical ◽  
Professional Activities

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.

scholarly journals Entrustable Professional Activities for Pathology

2017 ◽  
Vol 4 ◽  
pp. 237428951771428 ◽  
Author(s):  
Cindy B. McCloskey ◽  
Ronald E. Domen ◽  
Richard M. Conran ◽  
Robert D. Hoffman ◽  
Miriam D. Post ◽  
...  
Keyword(s):  
Medical Education ◽  
Residency Training ◽  
Graduate Medical Education ◽  
Clinical Pathology ◽  
Entrustable Professional Activities ◽  
Professional Activity ◽  
Entrustable Professional Activity ◽  
Accreditation Council ◽  
Graduate Medical ◽  
Professional Activities

Competency-based medical education has evolved over the past decades to include the Accreditation Council for Graduate Medical Education Accreditation System of resident evaluation based on the Milestones project. Entrustable professional activities represent another means to determine learner proficiency and evaluate educational outcomes in the workplace and training environment. The objective of this project was to develop entrustable professional activities for pathology graduate medical education encompassing primary anatomic and clinical pathology residency training. The Graduate Medical Education Committee of the College of American Pathologists met over the course of 2 years to identify and define entrustable professional activities for pathology graduate medical education. Nineteen entrustable professional activities were developed, including 7 for anatomic pathology, 4 for clinical pathology, and 8 that apply to both disciplines with 5 of these concerning laboratory management. The content defined for each entrustable professional activity includes the entrustable professional activity title, a description of the knowledge and skills required for competent performance, mapping to relevant Accreditation Council for Graduate Medical Education Milestone subcompetencies, and general assessment methods. Many critical activities that define the practice of pathology fit well within the entrustable professional activity model. The entrustable professional activities outlined by the Graduate Medical Education Committee are meant to provide an initial framework for the development of entrustable professional activity–related assessment and curricular tools for pathology residency training.

scholarly journals Introducing a health information literacy competencies map: connecting the Association of American Medical Colleges Core Entrustable Professional Activities and Accreditation Council for Graduate Medical Education Common Program Requirements to the Association of College & Research Libraries Framework

2020 ◽  
Vol 108 (3) ◽  
Author(s):  
Emily A. Brennan ◽  
Rikke Sarah Ogawa ◽  
Kelly Thormodson ◽  
Megan Von Isenburg
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Information Literacy ◽  
Health Sciences ◽  
Nominal Group ◽  
Entrustable Professional Activities ◽  
Education Standards ◽  
Research Libraries ◽  
Graduate Medical ◽  
Professional Activities

Background: Librarians teach evidence-based medicine (EBM) and information-seeking principles in undergraduate, graduate, and post-graduate medical education. These curricula are informed by medical education standards, medical education competencies, information literacy frameworks, and background literature on EBM and teaching. As this multidimensional body of knowledge evolves, librarians must adapt their teaching and involvement with medical education. Identifying explicit connections between the information literacy discipline and the field of medical education requires ongoing attention to multiple guideposts but offers the potential to leverage information literacy skills in the larger health sciences education sphere.Methods: A subgroup of the Association of Academic Health Sciences Libraries Competency-Based Medical Education Task Force cross-referenced medical education documents (Core Entrustable Professional Activities and 2017–2018 Liaison Committee on Medical Education Functions and Structures of a Medical School) with the Association of College & Research Libraries Framework for Information Literacy for Higher Education using nominal group technique.Results: In addition to serving as a vocabulary, the map can also be used to identify gaps between and opportunities for enhancing the scholarly expectations of undergraduate and graduate medical education standards and the building blocks of information literacy education. This article has been approved for the Medical Library Association’s Independent Reading Program.

scholarly journals A Systematic Review of the Use of Google Glass in Graduate Medical Education

2019 ◽  
Vol 11 (6) ◽  
pp. 637-648
Author(s):  
Joseph F. Carrera ◽  
Connor C. Wang ◽  
William Clark ◽  
Andrew M. Southerland
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Skills Training ◽  
Small Sample ◽  
Point Of View ◽  
Battery Life ◽  
Google Glass ◽  
Clinical Learning Environment ◽  
Graduate Medical

ABSTRACT Background Graduate medical education (GME) has emphasized the assessment of trainee competencies and milestones; however, sufficient in-person assessment is often constrained. Using mobile hands-free devices, such as Google Glass (GG) for telemedicine, allows for remote supervision, education, and assessment of residents. Objective We reviewed available literature on the use of GG in GME in the clinical learning environment, its use for resident supervision and education, and its clinical utility and technical limitations. Methods We conducted a systematic review in accordance with 2009 PRISMA guidelines. Applicable studies were identified through a review of PubMed, MEDLINE, and Web of Science databases for articles published from January 2013 to August 2018. Two reviewers independently screened titles, abstracts, and full-text articles that reported using GG in GME and assessed the quality of the studies. A systematic review of these studies appraised the literature for descriptions of its utility in GME. Results Following our search and review process, 37 studies were included. The majority evaluated GG in surgical specialties (n = 23) for the purpose of surgical/procedural skills training or supervision. GG was predominantly used for video teleconferencing, and photo and video capture. Highlighted positive aspects of GG use included point-of-view broadcasting and capacity for 2-way communication. Most studies cited drawbacks that included suboptimal battery life and HIPAA concerns. Conclusions GG shows some promise as a device capable of enhancing GME. Studies evaluating GG in GME are limited by small sample sizes and few quantitative data. Overall experience with use of GG in GME is generally positive.

scholarly journals Leadership training programs in graduate medical education: a systematic review

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Bharat Kumar ◽  
Melissa L. Swee ◽  
Manish Suneja
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Leadership Training ◽  
Training Programs ◽  
Graduate Medical

scholarly journals Physical Examination Education in Graduate Medical Education—A Systematic Review of the Literature

2013 ◽  
Vol 28 (8) ◽  
pp. 1090-1099 ◽  
Author(s):  
Somnath Mookherjee ◽  
Lara Pheatt ◽  
Sumant R. Ranji ◽  
Calvin L. Chou
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Physical Examination ◽  
Graduate Medical Education ◽  
Review Of The Literature ◽  
Graduate Medical

Optimising sleep and performance during night float: A systematic review of evidence and implications for graduate medical education trainees

2020 ◽  
Author(s):  
David Sholtes ◽  
Howard M. Kravitz ◽  
Aniruddha Deka ◽  
Jennifer Westrick ◽  
Louis F. Fogg ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Night Float ◽  
Graduate Medical ◽  
And Performance

Interventions to Prevent and Reduce Burnout Among Undergraduate and Graduate Medical Education Trainees: a Systematic Review

2019 ◽  
Vol 43 (4) ◽  
pp. 386-395 ◽  
Author(s):  
Anne L. Walsh ◽  
Susan Lehmann ◽  
Jeffrey Zabinski ◽  
Maria Truskey ◽  
Taylor Purvis ◽  
...  
Keyword(s):  
Systematic Review ◽  
Medical Education ◽  
Graduate Medical Education ◽  
Graduate Medical
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