scholarly journals Could Entrustable Professional Activities mediate teaching-care integration services in the community?

2020 ◽  
Vol 69 (2) ◽  
Author(s):  
Ieda Francischetti ◽  
José Bitu Moreno ◽  
Harm Peters
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Medical Training ◽  
Entrustable Professional Activities ◽  
Professional Activities ◽  
Care Integration ◽  
Primary Health ◽  
Teaching Community ◽  
Competency Based

Currently, competency-based medical education (CBME) is the most common type of curriculum used worldwide. However, its limitations include fragmented learning and difficulties to use properly the knowledge, skills, and attitudes acquired using this educational model. Having this in mind, Entrustable Professional Activities (EPA) emerge as a tool to mediate the transposition of the competency-based curriculum into physicians’ professional practice in graduate medical education. Therefore, based on a narrative review of the existing literature on EPA and the authors’ experience in teaching community-based healthcare integration services, the aim of this paper is to reflect on the possible use of these activities in undergraduate medical education for the development of a CBME model integrated with primary health care and community medicine. The reflections made here allow suggesting that, although it is a challenging process, the adoption of EPA in undergraduate medical training is appropriate to achieve a better provision of primary health care to individuals, families, and communities in general.

scholarly journals Entrustable Professional Activities for Community Medicine: Integrating Medical Undergraduate Courses and Primary Health Care

2020 ◽  
Author(s):  
Aixa Hafsha
Keyword(s):  
Health Care ◽  
Primary Health Care ◽  
Delphi Study ◽  
Community Medicine ◽  
Entrustable Professional Activities ◽  
Management Tool ◽  
Curriculum Management ◽  
Professional Activities ◽  
Primary Health ◽  
Medical Undergraduate

Community medicine represents a far-reaching field for the advance of health care, with impact on people’s quality of life and health needs. Health promotion, disease prevention, recovery and rehabilitation have to be incorporated satisfactorily into medical education. The search for a pedagogical tool to fulfill the medical curriculum through actions of community medicine care led us to outline 11 Entrustable Professional Activities (EPAs) for community medicine. The study was carried out at a public Medical School in Brazil that has a Competency-Based Curriculum (CBC). Fifteen teachers with expertise in community medicine analyzed the resulting EPAs. The EPAs were distributed in three domain areas: care needs of the individual, family and community in Primary Health Care. The teachers answered a total of 13 open questions in a two-round Delphi study. The discourses were submitted to thematic content analysis. Three discourse categories were found about the outlined EPAs: curriculum management and social needs, curriculum management and service integration, and curriculum management and actors. The understanding of the EPAs as a curriculum management tool was relevant, as well as their interface with health care and learning development. The consulted teachers agreed with the designed EPAs and that they are adequate for the first two years of the studied medical course in their Brazilian context. Therefore, it was concluded that the community medicine EPAs are appropriate for the new medical profile, especially in countries with social exclusion, and are a very good tool to promote integrality of care and humanism. This study can facilitate the implementation of a CBC in community medicine and assist in overcoming its challenges through the adoption of the designed EPAs.

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

2018 ◽  
Vol 10 (01) ◽  
pp. 026-030 ◽  
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.

scholarly journals Commitment to Care for the Community and COVID-19: teaching-learning approach to medical education in primary health care in Brazil

2020 ◽  
Vol 1 (5) ◽  
pp. 351-358
Author(s):  
Bruno Bastos Godoi ◽  
Luiza Vilas Boas Freitas ◽  
Delba Fonseca Santos
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Healthcare Systems ◽  
Learning Approach ◽  
Collaborative Teams ◽  
Primary Health ◽  
Political Implications ◽  
Short Period ◽  
Teaching Learning

The major challenge of the COVID-19 pandemic to all countries has been to their healthcare systems and how to face it with excellence. Medical education can contribute in a short period so that the health system responds effectively to the current challenges imposed by the pandemic. Political implications identification and action are important to show that they can convert ideas into realities. In the middle of the COVID-19 pandemic, literacy in individual, community, and population health is more important than ever. As knowledge about COVID-19 grows rapidly, so does the opportunity to shape more effective interprofessional educational practices. During this pandemic, interprofessional collaborative teams are more crucial than ever in health promotion, mainly at the Primary Health Care.

Undergraduate medical education in Greece: a hostile environment for primary health care

2008 ◽  
Vol 42 (4) ◽  
pp. 442-442 ◽  
Author(s):  
Anargiros Mariolis ◽  
Alevizos Alevizos ◽  
Constantinos Mihas
Keyword(s):  
Health Care ◽  
Medical Education ◽  
Primary Health Care ◽  
Undergraduate Medical Education ◽  
Hostile Environment ◽  
Primary Health

scholarly journals Improving primary health care workers’ knowledge of cervical cancer and visual inspection screening techniques through competency-based training: prospects for expanding coverage in developing countries

2020 ◽  
Vol 7 (5) ◽  
pp. 1637
Author(s):  
Ibiyemi J. Umuago ◽  
Irikefe P. Obiebi ◽  
Godson U. Eze ◽  
Nnamdi S. Moeteke
Keyword(s):  
Health Care ◽  
Cervical Cancer ◽  
Primary Health Care ◽  
Health Care Workers ◽  
Visual Inspection ◽  
Screening Methods ◽  
Screening Techniques ◽  
Primary Health ◽  
Care Workers ◽  
Competency Based

Background: Health workers in resource-poor settings have not demonstrated a comprehensive knowledge of visual staining procedures for cervical cancer screening. This study adopted competency-based training (CBT) to determine if it will improve their knowledge, and potentially expand screening coverage.Methods: A quasi-experimental (pretest-posttest) design was adopted in this study conducted among primary health care workers in Ethiope-West Local Government Area of Delta State, Southern Nigeria. The participants had a competency-based training following an initial assessment of their knowledge. Data were analysed using SPSS version 22. The main outcome measures were baseline knowledge of cervical cancer, its prevention, and visual inspection screening techniques, as well as the effect of CBT on knowledge.Results: Participants demonstrated correct knowledge of cervical anatomy/physiology and cervical cancer epidemiology/symptomatology to varying degrees, although their knowledge of visual inspection with acetic acid or Lugol’s iodine (VIA/VILI) was grossly inadequate as only half had adequate knowledge. Knowledge of prevention, performance of VIA and VILI, as well as overall knowledge, improved significantly to 100% post-intervention (p=0.002, p<0.001 and p=0.003 respectively). Mean knowledge scores drastically increased among the PHWs between pre-CBT and post-CBT. The lowest mean difference was recorded for knowledge of cervical anatomy/physiology: 17.58 (CI: 8.16 - 27.00); while the highest was for knowledge of VILI/VIA technique: 41.01 (CI: 29.40 - 52.62).Conclusions: CBT significantly improved knowledge of cervical cancer prevention and visual inspection screening methods (VIA and VILI), indicating a window of opportunity for expanding screening services at primary health care level.

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