Revisiting the Core Entrustable Professional Activities for Entering Residency

• Published in: Academic medicine Vol. 96; no. 7S; pp. S14 - S21
• Main Authors: Amiel, Jonathan M., Andriole, Dorothy A., Biskobing, Diane M., Brown, David R., Cutrer, William B., Emery, Matthew T., Mejicano, George C., Ryan, Michael S., Swails, Jennifer L., Wagner, Dianne P.
• Format: Journal Article
• Language: English
• Published: United States Lippincott Williams & Wilkins 01-07-2021
• Subjects: Clinical Competence; Competency-Based Education; Cooperative Behavior; Diagnosis, Differential; Documentation; Education, Medical, Undergraduate; Evidence-Based Medicine; Humans; Implementation Science; Informed Consent; Internship and Residency; Interprofessional Relations; Medical History Taking; Patient Handoff; Patient Safety; Physical Examination; Pilot Projects; Safety Management
• ISSN: 1040-2446; 1938-808X
• DOI: 10.1097/ACM.0000000000004088

The Core EPAs for Entering Residency Pilot project aimed to test the feasibility of implementing 13 entrustable professional activities (EPAs) at 10 U.S. medical schools and to gauge whether the use of the Core EPAs could improve graduates’ performance early in residency. In this manuscript, the authors (members of the pilot institutions and Association of American Medical Colleges staff supporting the project evaluation) describe the schools’ capacity to collect multimodal evidence about their students’ performance in each of the Core EPAs and the ability of faculty committees to use those data to make decisions regarding learners’ readiness for entrustment. In reviewing data for each of the Core EPAs, the authors reflected on how each activity performed as an EPA informed by how well it could be assessed and entrusted. For EPAs that did not perform well, the authors examined whether there are underlying practical and/or theoretical issues limiting its utility as a measure of student performance in medical school.