Wresting with Implementation: a Step-By-Step Guide to Implementing Entrustable Professional Activities (EPAs) in Psychia
- PDF / 238,293 Bytes
- 7 Pages / 595.276 x 790.866 pts Page_size
- 106 Downloads / 169 Views
COMMENTARY
Wresting with Implementation: a Step-By-Step Guide to Implementing Entrustable Professional Activities (EPAs) in Psychiatry Residency Programs Erick K. Hung 1
&
Michael Jibson 2 & Julie Sadhu 3 & Colin Stewart 4 & Ashley Walker 5 & Lora Wichser 6 & John Q. Young 7
Received: 4 June 2020 / Accepted: 5 October 2020 # Academic Psychiatry 2020
Competency-based education has become the dominant international framework for medical education [1]. It has not come easily. This important shift from structure and process measures (e.g., time-based rotations) to educational outcomes marks significant progress in the accountability of the medical education community to learners, faculty, and the public, yet the shift has also introduced complexity for educators [2]. For example, while the Accreditation Council for Graduate Medical Education (ACGME) milestones for psychiatry residency programs were intended to make competencies more concrete and amenable to assessment, with 22 sub-competencies, 66 threads, and over 250 milestones, implementation has been challenging for faculty and programs [3]. In response to these challenges, the concept of entrustable professional activities (EPAs) was introduced to operationalize competency-based education and, in particular, workplace-based assessment in a holistic way [4]. EPAs are units of professional practice (e.g., conducting a psychiatric diagnostic evaluation) that are executable within a given time frame, observable, and measurable [5]. EPAs require the * Erick K. Hung [email protected] 1
University of California, San Francisco, School of Medicine, San Francisco, CA, USA
2
University of Michigan School of Medicine, Ann Arbor, MI, USA
3
Northwestern University Feinberg School of Medicine, Chicago, IL, USA
4
Georgetown University Medical Center and School of Medicine, Washington DC, USA
5
University of Oklahoma School of Medicine, Oklahoma City, OK, USA
6
University of Minnesota Medical School, Minneapolis, MN, USA
7
Donald and Barbara Zucker School of Medicine and the Zucker Hillside Hospital, Hempstead, NY, USA
simultaneous integration of multiple competencies (knowledge, skills, and attitudes) in one highly constrained activity [6]. For purposes of assessment, this activity is the unit of observation. Given their alignment with the natural workflow in the clinical learning environment, EPAs provide an opportunity to facilitate competency-based implementation. Taken together, all the EPAs for a given specialty define its core identity. EPAs have been developed for many specialties. Recognizing the potential for end-of-training EPAs in the USA, the Executive Council of the American Association of Directors of Psychiatric Residency Training (AADPRT) created the EPAs for Psychiatry Task Force in 2014. The Task Force employed a rigorous, multi-stage process to develop EPAs that were essential, clear, and representative. This process, the most comprehensive to date for psychiatry, yielded 13 end-of-training EPAs [7]. With this list of EPAs for psychiatry, r
Data Loading...
