Evaluation of Resident Confidence Performing Entrustable Professional Activities During the First Year of Residency Training

Background: Entrustable Professional Activities (EPAs) for medical students were designed to help prepare students for the clinical roles of residency training. To date, there have been no published studies examining resident confidence performing the EPAs across the first year of post-graduate training. Objective: To examine self-reported confidence levels of first-year residents performing the 13 activities included in the Core Entrustable Professional Activities for Entering Residency. Methods: Entering allopathic and osteopathic residents from seven residency programs were contacted at the start, and after 3, 6, and 12 months of training to complete an electronic survey self-assessing confidence performing EPAs. Results: All 46 (100%) eligible residents completed surveys at the four study time points for the 13 EPAs, which resulted in 2,392 data points. Residents reported a high level of confidence performing four EPAs (i.e., 1, 5, 6, and 9) at baseline. Conversely, more than two-thirds of residents reported a lack of confidence performing four EPAs (i.e., 4, 8, 12, and 13) at baseline. A significant positive trend in confidence from baseline to 12 months was seen in almost all EPAs. However, more than 10% of residents reported not being confident performing EPAs 12 and 13 at twelve months. Conclusions: Results revealed not all residents reported being confident performing EPAs at the beginning and end of the first year of training. Medical schools need to examine preparation of graduating students in the EPA areas. Residency programs need to assess entering resident competency to determine the need for increased initial supervision and remediation. Funding/Support: None Ethical approval: The study received approval from the Human Subjects Committee of UnityPoint Health – Des Moines. Conflict of Interest: The authors declare they have no competing interests.

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Entrustable Professional Activities for Pathology

Academic Pathology ◽

10.1177/2374289517714283 ◽

2017 ◽

Vol 4 ◽

pp. 237428951771428 ◽

Cited By ~ 12

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.

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Medical and psychological paradigm supervision somatic patients with comorbid mental disorders

Fundamental and applied researches in practice of leading scientific schools ◽

10.33531/farplss.2018.3.06 ◽

2018 ◽

Vol 27 (3) ◽

pp. 46-56

Author(s):

I. Koval

Keyword(s):

Personal Development ◽

Graduate Training ◽

Professional Activities ◽

Psychological Training ◽

Wide Range ◽

Post Graduate Training ◽

Somatic Disorders ◽

Psychological Assistance ◽

Therapeutic Activities ◽

Conceptual Foundations

The thesis is devoted to the research of medical and psychological paradigm Supervision of patients. Studies performed on clinical material of patients with a wide range of somatic disorders. This reveals the conceptual foundations of medical activities as a complex medical and psycho-pedagogical process, which not only improves the efficiency of the professional activities of doctors, but also the formation of individual image of the world of patients achieving this level of personal development where disease and related restrictions do not interfere with their self-development based on the existing system of values and meanings. The paper provides a detailed analysis of the interaction of the three components of medical and psychological care to patients and their families: psychodiagnosis psyhoeducation and correction (psychotherapy). Presents a program of psychological diagnosis of somatic patients, including a study of the characteristics of emotional state and distress intrapsychological and behavioral patterns, strategies for overcoming stress behavior and family functioning determine the influence of psychic correction targets formulated the task of medical and psychological assistance and the amount psyhoeducation classes. Concepts and practical application of medical and psychological training of general practitioners and medical internist at the stages of pre-tested and post-graduate training in preparation of interns, and the pre-cycles thematic improvement of doctors. Determined, medical, psychological and educational determinants doctor's practice, positive motivation of their activities; preparedness to common therapeutic activities; focus on subject-subject interaction; mastering the techniques of effective communication and more.

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Report: Conference on Key Issues in Post-Graduate Psychiatric Education in Canada

The Canadian Journal of Psychiatry ◽

10.1177/070674378603100802 ◽

1986 ◽

Vol 31 (8) ◽

pp. 705-707 ◽

Cited By ~ 7

Author(s):

J. Paris ◽

H. Kravitz ◽

R. Prince

Keyword(s):

Royal College ◽

Chronic Care ◽

Graduate Training ◽

Psychotherapy Training ◽

Psychiatric Education ◽

Residency Programs ◽

Post Graduate ◽

Post Graduate Training ◽

Key Issues ◽

Licensure Requirements

At a national conference in 1985, the Royal College guidelines for post-graduate training in psychiatry in Canada were reviewed. The topics considered included geriatrics, consultation-liaison, chronic care, out-patient, and psychotherapy training, as well as pre-licensure requirements and examinations. The recommendations will be used by the Royal College in reformulating its requirements for pychiatric residency programs.

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SELF-EFFICACY AS A FACTOR OF PROFESSIONALIZATION OF STUDENTS

Educological discourse ◽

10.28925/2312-5829.2018.3-4.6849721 ◽

2018 ◽

Author(s):

Olena Muzуka

Keyword(s):

Self Efficacy ◽

Professional Activity ◽

First Year ◽

First Year Students ◽

Professional Activities ◽

Regulatory Processes ◽

Freshmen Students ◽

The Social ◽

Professional Self ◽

High Level

The article deals with the peculiarities of self-efficacy of freshmen students. The structure and possibilities of development of separate components of self-efficacy in educational-professional activity are analyzed. The results of empirical research are described and and assumptions made about inter- and intra-subjective conditions for the inclusion of self-efficacy in value-motivational regulatory processes that promote the professionalization of students. According to the results of the study, first-year students are generally determined by a rather high level of self-efficacy, which is an indicator of psychological readiness for profession. The formation of professional self-efficacy is largely influenced by the conditions of the social environment and educational and professional activities. Self-efficacy is based on value experience and internal standards of activity, defines the direction and motivation of a person. In this regard, self-efficacy is one of the most important factors for the successful professionalization of students.

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The development of entrustable professional activities reference cards to support the implementation of Competence by Design in emergency medicine

CJEM ◽

10.1017/cem.2019.395 ◽

2019 ◽

Vol 21 (6) ◽

pp. 803-806

Author(s):

Emily J. Stoneham ◽

Lara Witt ◽

Quinten S. Paterson ◽

Lynsey J. Martin ◽

Brent Thoma

Keyword(s):

Emergency Medicine ◽

Positive Impact ◽

Low Cost ◽

Assessment System ◽

Entrustable Professional Activities ◽

Design Assessment ◽

Residency Programs ◽

Professional Activities ◽

Curriculum Map ◽

User Friendly

ABSTRACTWe designed two practical, user-friendly, low-cost, aesthetically pleasing resources, with the goal of introducing residents and observers to a new Competence by Design assessment system based on entrustable professional activities. They included a set of rotation- and stage-specific entrustable professional activities reference cards for bedside use by residents and observers and a curriculum board to organize the entrustable professional activities reference cards by stages of training based on our program's curriculum map. A survey of 14 emergency medicine residents evaluated the utilization and helpfulness of these resources. They had a positive impact on our program's transition to Competence by Design and could be successfully incorporated into other residency programs to support the introduction of entrustable professional activities-based Competence by Design assessment systems.

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Entrustable Professional Activities For Residency Training in Physical Medicine and Rehabilitation

American Journal of Physical Medicine & Rehabilitation ◽

10.1097/phm.0000000000000741 ◽

2017 ◽

Vol 96 (10) ◽

pp. 762-764 ◽

Cited By ~ 4

Author(s):

Michael Mallow ◽

Heather Baer ◽

Alex Moroz ◽

Vu Q.C. Nguyen

Keyword(s):

Residency Training ◽

Entrustable Professional Activities ◽

Physical Medicine ◽

Professional Activities ◽

Physical Medicine And Rehabilitation

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Entrustability levels of general internal medicine residents

BMC Medical Education ◽

10.1186/s12909-021-02624-9 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Mostafa Dehghani Poudeh ◽

Aeen Mohammadi ◽

Rita Mojtahedzadeh ◽

Nikoo Yamani

Keyword(s):

Internal Medicine ◽

Health Professional ◽

First Year ◽

Direct Supervision ◽

Residency Programs ◽

Professional Activities ◽

General Internal ◽

Internal Medicine Residents ◽

Wide Range ◽

Indirect Supervision

Abstract Background Entrustable professional activities (EPAs) are those activities that a health professional can perform without direct supervision in a defined environment. Bridging the gap between competencies and learning objectives, EPAs have made assessing the performances of health professional more realistic. The main objective of the present study was developing and customizing EPAs for Iranian Internal Medicine Residency Programs. Results After reviewing the publications, residency curricula and logbooks, and collecting experts’ ideas, the initial list of EPAs was developed. Then, in a focus group, the list was refined, the entrustability level of each residency year was determined, and finally, the EPA-competency cross-tab was established, and in the next step, through a one- round Delphi, the results were validated. Twenty-eight EPAs were developed. Some of them were definitely suitable for the higher levels of residency, such that they had to be accomplished under direct supervision until the end of the program. On the other hand, some of EPAs were those that residents, even from the first year, are expected to perform independently or under indirect supervision. Most of the EPAs cover a wide range of competencies. Conclusion Determining the entrustability level of each residency year in each EPA as well as the competency- EPA matrix has crucial effect on the quality of the graduates. It seems that our findings are applicable in developing countries like Iran.

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Entrustable Professional Activities in Residency Programs – planning and scheduling issues

5th International Conference on Higher Education Advances (HEAd'19) ◽

10.4995/head19.2019.9274 ◽

2019 ◽

Author(s):

Jan Riezebos ◽

Durk Jouke Van der Zee ◽

Jan Pruim

Keyword(s):

Major Change ◽

Educational Programme ◽

Assessment Process ◽

Entrustable Professional Activities ◽

Planning And Scheduling ◽

Residency Programs ◽

Professional Activities ◽

Care Services ◽

Leading Role ◽

Regional Coordination

Residency programs allow residents, i.e., graduate physicians, to qualify for being a specialist in one of the medical disciplines. Their educational programme is strongly focusing on competencies and skills, but will incur a major change in the near future in order to introduce Entrustable Professional Activities (EPA’s). EPA’s focus on actual physician tasks and are assessed by supervisors in the clinic. The trust levels indicate whether trainees are ready for the next milestone, such as unsupervised practice, based on assessment of performance of those activities. EPA’s have not only effect on the internships and the assessment process, but also impact the planning and scheduling of the educational programmes, internships, patient care services, and co-operation between regional hospitals. This study examines the effect on the planning and scheduling process and proposes a framework for planning and scheduling in order to facilitate the organization of this type of educational programs. The main improvements have to be found in an improved regional coordination between the hospitals, a more leading role for the educational programme directors, and more intelligent planning and scheduling.

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Director's Forum - Developing Patient-Centered Pharmacy Services through Residency Training

Hospital Pharmacy ◽

10.1310/hpj4208-756 ◽

2007 ◽

Vol 42 (8) ◽

pp. 756-759 ◽

Cited By ~ 3

Author(s):

Katie Mcmillen ◽

Robert J. Weber

Keyword(s):

Patient Care ◽

Residency Training ◽

Hospital Pharmacy ◽

Training Programs ◽

Graduate Training ◽

Pharmacy Services ◽

Patient Centered ◽

Specific Patient ◽

Post Graduate Training ◽

Graduate Training Programs

Hospital pharmacy directors are faced with the challenge of implementing patient-centered services, which often requirers changing the pharmacists' role in patient care. An approach to develop pharmacists focused on patient care is to support post-graduate training programs that provide the pharmacists with specific patient-care skills. This month's Director's Forum presents a brief overview of pharmacy residency training as well as practical tips for directors interested in developing a residency program.

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