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J Gen Intern Med. 2017 Jun 20. doi: 10.1007/s11606-017-4089-8. [Epub ahead of print]

An Entrustable Professional Activity (EPA)-Based Framework to Prepare Fourth-Year Medical Students for Internal Medicine Careers.

Author information

1
University of Pittsburgh School of Medicine, Pittsburgh, PA, USA. dme101@pitt.edu.
2
University of Pittsburgh, Pittsburgh, PA, USA. dme101@pitt.edu.
3
University of Illinois College of Medicine at Peoria, Peoria, IL, USA.
4
University of Central Florida College of Medicine, Orlando, FL, USA.
5
Harvard Medical School, Beth Israel Deaconess Medical Center, Boston, MA, USA.
6
University of North Carolina School of Medicine, Chapel Hill, NC, USA.
7
University of Wisconsin School of Medicine and Public Health, Madison, WI, USA.
8
Duke University School of Medicine, Durham, NC, USA.
9
University of Florida College of Medicine, Gainesville, FL, USA.
10
University of Mississippi School of Medicine, Jackson, MS, USA.
11
University of California-Davis School of Medicine, Sacramento, CA, USA.
12
Sidney Kimmel Medical College at Thomas Jefferson University, Philadelphia, PA, USA.
13
Medical College of Wisconsin, Milwaukee, WI, USA.
14
University of Minnesota Medical School, Minneapolis, MN, USA.
15
Carolinas Medical Center, Charlotte, NC, USA.
16
Indiana University School of Medicine, Charlotte, NC, USA.

Abstract

The purpose of the fourth year of medical school remains controversial. Competing demands during this transitional phase cause confusion for students and educators. In 2014, the Association of American Medical Colleges (AAMC) released 13 Core Entrustable Professional Activities for Entering Residency (CEPAERs). A committee comprising members of the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine applied these principles to preparing students for internal medicine residencies. The authors propose a curricular framework based on five CEPAERs that were felt to be most relevant to residency preparation, informed by prior stakeholder surveys. The critical areas outlined include entering orders, forming and answering clinical questions, conducting patient care handovers, collaborating interprofessionally, and recognizing patients requiring urgent care and initiating that care. For each CEPAER, the authors offer suggestions about instruction and assessment of competency. The fourth year of medical school can be rewarding for students, while adequately preparing them to begin residency, by addressing important elements defined in the core entrustable activities. Thus prepared, new residents can function safely and competently in supervised postgraduate settings.

KEYWORDS:

clinical skills assessment; medical education; medical education curriculum development/assessment; medical education—assessment; medical education—mentoring; medical education—undergraduate

PMID:
28634908
DOI:
10.1007/s11606-017-4089-8
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