Entrustable Professional Activities: Making Sense of the Emergency Medicine Milestones

• Published in: The Journal of emergency medicine 2014-10, Vol.47 (4), p.441-452
• Main Authors: Beeson, Michael S., MD, MBA, Warrington, Steven, MD, Bradford-Saffles, Amber, DO, Hart, Danielle, MD
• Format: Article
• Language: English
• Subjects: Accreditation - standards; Clinical Competence - standards; Competency-Based Education - methods; Education, Medical, Graduate - standards; Educational Measurement - methods; Emergency; Emergency Medicine - education; Humans; Internship and Residency; Professional Practice - standards; Quality of Health Care
• ISSN: 0736-4679
• DOI: 10.1016/j.jemermed.2014.06.014

Abstract Background The Next Accreditation System (NAS) is being implemented by the Accreditation Council for Graduate Medical Education with seven specialties, including Emergency Medicine (EM), which began in July 2013. The NAS represents a more structured method of accreditation, with dependence on outcomes and less emphasis on educational process. A key component of the NAS is the individual resident semiannual reporting of the Milestone proficiency levels for all sub-competencies, which are more specific areas of domain for the general competencies. All specialties are struggling to some extent with developing assessment mechanisms for the Milestones. At the heart of this struggle is the conceptualization of the Milestones themselves—descriptors of the individual. In practice, faculty assess clinical care provided to the patient by the resident. This creates difficulty for faculty to assign a resident to a specific sub-competency proficiency level when their focus has been on assessment of clinical care. Objectives The objectives of this article include the discussion of whether Entrustable Professional Activities (EPAs) could be defined and linked to milestones in a way that, once implemented, could inform Clinical Competency Committees of the Milestone proficiency reporting. Discussion: EPAs are units of professional work, or clinical care that may help translate aspects of clinical care into Milestone proficiencies. This article explores EPAs in depth, and discusses how EPAs may be used within EM as one method of assigning proficiency levels to residents. Conclusions EPAs may be a useful tool to inform Milestone proficiency placement of residents. Because EPAs are based on clinical descriptions rather than individual physician descriptions, there may be less faculty development needed for Milestone sub-competency assessment.