Developing an Entrustment Process: Insights from the AAMC CoreEPA Pilot
- PDF / 262,635 Bytes
- 7 Pages / 595.276 x 790.866 pts Page_size
- 52 Downloads / 178 Views
ORIGINAL RESEARCH
Developing an Entrustment Process: Insights from the AAMC CoreEPA Pilot Jeremy J. Moeller 1 & Jamie B. Warren 2 & Ruth M. Crowe 3 & Dianne P. Wagner 4 & William B. Cutrer 5 & Abbas A. Hyderi 6 & Carla S. Lupi 6 & Vivian T. Obeso 7 & Sandra Yingling 8 & Dorothy A. Andriole 9 & David R. Brown 7 & on behalf of the Core Entrustable Professional Activities for Entering Residency Pilot Program
# International Association of Medical Science Educators 2020
Abstract One of the main goals of the CoreEPA pilot has been to determine the feasibility of developing a process to make summative entrustment decisions regarding entrustable professional activities (EPAs). Five years into the pilot, we report results of a research study we conducted to explore approaches to the entrustment process undertaken by our ten participating schools. We sought to identify the choices that participating schools made regarding the entrustment process and why these decisions were made. We are sharing these results, highlighting ongoing challenges that were identified with the intent of helping other medical schools that are moving toward EPA-based assessment. We conducted semi-structured interviews with representatives of all 10 medical schools in the CoreEPA pilot to understand their choices in designing the entrustment process. Additional information was obtained through follow-up communication to ensure completeness and accuracy of the findings. Several common themes are described. Our results indicate that, while approaches to the entrustment process vary considerably, all schools demonstrated consistent adherence to the guiding principles of the pilot. Several common barriers to the entrustment process emerged, and there was a consensus that more experience is needed with the process before consequential entrustment decisions can be made. The CoreEPA pilot schools continue to address challenges identified in implementing entrustment processes and making entrustment decisions for our students graduating in the Class of 2020. Keywords Entrustable professional activities (EPAs) . Assessment . Entrustment . Undergraduate medical education
Introduction Entrustable professional activities (EPAs) were framed in 2005 as a pragmatic tool to translate competency-based medical education into daily practice [1]. In 2013, the Association
of American Medical Colleges (AAMC) convened a panel to define a set of coreEPAs that graduating medical students should be able to perform with indirect supervision on the first day of residency [2]. In 2014, the AAMC commissioned a 5year CoreEPA pilot as a platform to support 10 medical
Electronic supplementary material The online version of this article (https://doi.org/10.1007/s40670-020-00918-z) contains supplementary material, which is available to authorized users. * Jeremy J. Moeller [email protected] 1
Yale School of Medicine, New Haven, CT, USA
2
Oregon Health & Science University School of Medicine, Portland, OR, USA
3
New York University School of Medicine, New York, NY, USA
Data Loading...
