Twelve tips for the implementation of EPAs for assessment and entrustment decisions

The concept of entrustable professional activities (EPAs) reframes the approach to assessment in competency-based medical education. Key to this concept is the linking of assessment to decision making about entrusting learners with clinical responsibilities. Based on recent literature and the author...

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Bibliographic Details
Published in:Medical teacher 2017-08, Vol.39 (8), p.802-807
Main Authors: Peters, Harm, Holzhausen, Ylva, Boscardin, Christy, ten Cate, Olle, Chen, H. Carrie
Format: Article
Language:English
Subjects:
Autonomy
Clinical assessment
Clinical Competence
Clinical decision making
Competency-Based Education
Curricula
Curriculum
Decision Making
Education, Medical, Graduate - methods
Educational Assessment
Evaluation
Guidelines as Topic
Humans
Information sources
Internship and Residency
Medical education
Ownership
Program Evaluation
Talking
Teaching
Tracking
Workplace
Workplaces
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Summary:The concept of entrustable professional activities (EPAs) reframes the approach to assessment in competency-based medical education. Key to this concept is the linking of assessment to decision making about entrusting learners with clinical responsibilities. Based on recent literature and the authors' experiences with implementing EPAs, this article provides practical recommendations for how to implement EPAs for assessment and entrustment decisions in the workplace. Tips for supervising clinicians include talking to learners about trust, using EPA descriptions to guide learning and teaching, providing learners with greater ad hoc responsibilities, using EPAs to identify/create opportunities for assessment and feedback, including case-based discussions and acknowledging gut feelings about learner readiness for more autonomy. Tips for curriculum leaders entail enabling the trust development, applying trust decisions at all levels of the supervision scale, employing all available information sources for entrustment, empowering learner ownership of the assessment process and using technology for learner tracking and program evaluation.
ISSN:0142-159X
1466-187X
DOI:10.1080/0142159X.2017.1331031