ALIGNING TEACHING IN GERIATRICS WITH CORE ENTRUSTABLE PROFESSIONAL ACTIVITIES FOR ENTERING RESIDENCY

• Published in: Innovation in aging 2017-07, Vol.1 (suppl_1), p.825-825
• Main Authors: Cheng, H.Y., Gusic, M.
• Format: Article
• Language: English
• Subjects: Abstracts
• ISSN: 2399-5300; 2399-5300
• DOI: 10.1093/geroni/igx004.2975

The Core Entrustable Professional Activities (EPAs) for Entering Residency 1 define behaviors that medical students should be able to do to ensure readiness for residency. Each is mapped to the Physician Competency Reference Set 2 but mapping to the Minimum Geriatrics Competencies (MGC) for Graduating Medical Students 3 has not been reported. Based on MGC, the author created workshops on 1) identifying and reducing hidden harms of drug therapy, 2) practicing value- and preference-based prescribing/deprescribing, 3) prescribing opioids and 4) writing admission orders. These workshops address the competencies critical to entrustment for EPA 4 through addressing key functions 1 associated with the task. The following illustrates how teaching and assessment of MGC can be used to meet curricular goals and provide assessment data about student performance of EPAs. A workshop designed to facilitate students’ ability to “accurately identify clinical situations where…patient preference, or goals of care should override standard recommendations for treatment in older adults” (MGC 16) addresses the key function, “demonstrate an understanding of the patient’s current condition and preferences that will underpin the orders being provided” and critical competency, “make informed decisions about diagnostic and therapeutic interventions based on patient information and preferences, up-to-date scientific evidence, and clinical judgment” linked to EPA 4 (ability to enter and discuss orders and prescriptions). Assessment of student performance is done through pre- and post-tests and clinical observations. Data from the assessments are used in the summative evaluation for the clerkship.