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Med Teach. 2017 Aug;39(8):802-807. doi: 10.1080/0142159X.2017.1331031. Epub 2017 May 26.

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

Author information

1
a Dieter Scheffner Center for Medical Education and Educational Research , Free and Humboldt University of Berlin , Berlin , Germany.
2
b Department of Medicine , University of California San Francisco , San Francisco , CA , USA.
3
c Center for Research and Development of Education , University Medical Center Utrecht , Utrecht , The Netherlands.
4
d Department of Pediatrics , University of California San Francisco , San Francisco , CA , USA.
5
e Department of Pediatrics , Georgetown University School of Medicine , Washington , DC , USA.

Abstract

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.

PMID:
28549405
DOI:
10.1080/0142159X.2017.1331031
[Indexed for MEDLINE]

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