A preliminary study on the relationship between entrustable professional activities and resident's competency

doi:10.3760/cma.j.cn115259-20191008-00827

Abstract

Abstract: Standardized training for residents emphasizes competency-based medical education, but the existing competency framework has many Entrustable professional activities is to evaluate the comprehensive ability of the residents in the daily workplace with the key clinical behaviors familiar to the faculty and the residents as the carrier. Entrustable professional activities has a clear step-by-step training goal, which is helpful for the residents to regulate their time for autonomous learning and standardize their professional activities. Through the corresponding relationship between entrustable professional activities and competency, we can deduce the competency of the residents and provide targeted feedback and guidance.This paper discusses the relationship between the entrustable professional activities and the competency of residents, so as to provide a new evaluation model for standardized training for residents and better evaluation of the competency of residents.

Key words: Entrustable professional activities, Competency, Residents, Postgraduate education

CLC Number:

R0
R-05

Qi Xin. A preliminary study on the relationship between entrustable professional activities and resident's competency[J]. Chinese Journal of Medical Education, 2020, 40(4): 306-310.

References

[1] Boscardin CK,Harrell H,O'Sullivan PS, et al. Factors associated with medical students' career choices regarding internal medicine[J]. JAMA, 2008, 300(10):1154-1164.
[2]Brown JS, Collins A, Duguid P. Situated cognition and the culture of learning[J]. Educ Researcher, 1989, 18(1):32-42.DOI:10.3102/0013189X018001032.
[3]Osler W. On the need of radical reform in our methods of teaching senior residents[J]. Medical News,1903,82:49-53.
[4]Orgill BD, Simpson D. Toward a glossary of competency-based medical education terms[J]. J Grad Med Educ, 2014,6(2):203-206. DOI:10.4300/JGME-D-14-00174.1.
[5]Frank JR, Snell LS, Cate OT, et al. Competency-based medical education: theory to practice[J]. Med Teach, 2010,32(8):638-645. DOI:10.3109/0142159X.2010.501190.
[6]Lindeman BM, Sacks BC, Lipsett PA. Graduating students' and surgery program directors' views of the Association of American Medical Colleges core entrustable professional activities for entering residency: where are the gaps?[J]. J Surg Educ, 2015,72(6):e184-e192. DOI: 10.1016/j.jsurg.2015.07.005.
[7]Angus SV, Vu TR, Willett LL, et al. Internal medicine residency program directors' views of the core entrustable professional activities for entering residency[J]. Acad Med, 92(6):785-791. DOI:10.1097/acm.0000000000001419.
[8]Swing S. ACGME Launches outcomes assessment project[J].JAMA, 1998, 279(18):1492.DOI:10.1001/jama.279.18.1492.
[9]Frank JR. The CanMEDs 2005 physician competency framework. Better standards. Better physicians. Better care[J/OL]. Ottawa: the Royal College of Physicians and Surgeons of Canada,2005.http://www.royalcollege.ca/portal/page/portal/rc/common/documents/canmeds/resources/ publications/framework_full_e.pdf.
[10]孙宝志, 李建国, 王启明. 中国临床医生岗位胜任力模型构建与应用[M]. 北京:人民卫生出版社, 2015:97-102.
[11]王家源. 我国首个住院医师核心胜任力框架共识发布[N].中国教育报,2018-09-17(03).
[12] Association of American Medical Colleges (AAMC).Core entrustable professional activities for entering residency: curriculum developers' guide[S/OL]. [2019-09-10]. https:// members.aamc.org/eweb/upload/Core%20 EPA%20Curriculum%20Dev%20Guide.pdf.
[13]Leung WC. Competency based medical training: review[J]. BMJ. 2002,325:693-696. DOI:10.1136/bmj.325.7366.693.
[14]Ten CO. Entrustability of professional activities and competency-based training[J].Med Edu,2005,39(12):1176-1177.DOI:10. 1111 / j.1365-2929.2005.02341.x.
[15]Mulder H, Cate OT, Daalder R, et al. Building a competency-based workplace curriculum around entrustable professional activities: the case of physician assistant training[J]. Med Teach, 2010, 32(10):e453- e 459.DOI:10.3109/0142159X.2010.513719.
[16]Ten CO,Huiju CC,Reinier GH, et al. Curriculum development for the workplace using entrustable professional activities (EPAs): AMEE Guide No. 99[J].Med Teach,2015,37(11):983-1002. DOI:10.3109/0142159X.2015.1060308.
[17]Pangaro L, Ten CO. Frameworks for learner assessment in medicine: AMEE Guide No. 78[J]. Med Teach, 2013, 35(6):e1197-e1210.DOI:10.3109/0142159x.2013.788789.
[18]Englander R, Carraccio C. A lack of continuity in education, training, and practice violates the “do no harm” principle[J]. Acad Med, 2018, 93:S12-S16.DOI:10.1097/ACM.0000000000002071.
[19]Beeson MS, Warrington S, Bradford-saffles A, et al. Entrustable professional activities: making sense of the emergency medicine milestones[J].J Emerg Med, 2014, 47(4):441-452.DOI:10.1016/j.jemermed.2014.06.014.
[20]Fehr F, Christoph WB, Becker H, et al. Entrustable professional activities in post-licensure training in primary care pediatrics: necessity, development and implementation of a competency-based post-graduate curriculum[J].GMS J Med Educ, 2017,34 (5):1-14.DOI:10.3205/zma001144.
[21]Sharma P, Tanveer N, Goyal A. A search for entrustable professional activities for the 1st year pathology postgraduate trainees[J]. J Lab Physicians, 2018, 10(1):26-30. DOI:10.4103/JLP.JLP_51_17.
[22]CCMA D, Welink LS, Mandoki M, et al. Am I ready for it? Students' perceptions of meaningful feedback on entrustable professional activities[J]. Perspect Med Educ, 2017,6(4):256-264. DOI: 10.1007/s40037-017-0361-1.
[23]Browne K, Roseman D, Shaller D, et al. Analysis & commentary measuring patient experience as a strategy for improving primary care[J]. Health Aff, 2010, 29(5):921-925.DOI: 10.1377/hlthaff.2010.0238.
[24]Warm EJ, Mathis BR, Held JD, et al. Entrustment and mapping of observable practice activities for resident assessment[J]. J Gen Intern Med, 2014, 29(8):1177-1182.DOI: 10.1007/s11606-014-2801-5.
[25]The Association of Faculties of Medicine of Canada(AFMC).Entrustable professional activities for transition from medical school to residency[S/OL]. [2019-10-01]. https://afmc.ca/sites/default/files/documents/AFMC_Entrustable_Professional_Activities_EN_0.pdf.
[26]Shefaly S,Tang CL,Siew TL, et al. Entrustable professional activities in health care education: a scoping review[J]. Med Edu, 2019,53(8):766-777. DOI:10.1111/medu.13879.
[27] Angus SV, Vu TR, Willett LL, et al. Internal medicine residency program directors' views of the core entrustable professional activities for entering residency[J]. Acad Med, 2017, 92(6):785-791. DOI: 10.1097/ACM.0000000000001419.
[28] Hamburger EK, Lane JL, Agrawal D, et al. The referral and consultation entrustable professional activity: defining the components in order to develop a curriculum for pediatric residents[J]. Acad Pediatr, 2015, 15(1):5-8. DOI: 10.1016/j.acap.2014.10.012.
[29] Lindeman BM, Sacks BC, Lipsett PA . Graduating students' and surgery program directors' views of the Association of American Medical Colleges core entrustable professional activities for entering residency: where are the gaps?[J].J Surg Educ, 2015,72(6):e184-e192. DOI: 10.1016/j.jsurg.2015.07.005.
[30] Wisman-Zwarter N, van der Schaaf M, Ten CO, et al. Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: a Delphi study[J].Eur J Anaesth,2016,33(8):559-567. DOI:10.1097/EJA.0000000000000474.
[31] Beeson MS, Warrington S, Bradford-Saffles A, et al. Entrustable professional activities: making sense of the emergency medicine milestones[J]. J Emerg Med, 2014, 47(4):441-452. DOI: 10.1016/j.jemermed.2014.06.014.
[32] Bhuyan N, Miser WF, Dickson GM, et al. From family medicine milestones to entrustable professional activities (EPAS)[J]. Ann Fam Med, 2014, 12(4):380-381. DOI: 10.1370/afm.1679.
[33]Caverzagie KJ,Cooney TG, Hemmer PA, et al.The development of entrustable professional activities for internal medicine residency training: a report from the education redesign committee of the alliance for academic internal medicine[J].Acad Med, 2015,90(4):479-484. DOI:10.1097/ACM.0000000000000564.
[34]Jonker G, Hoff RG, Ten Cate OTJ. A case for competency-based anaesthesiology training with entrustable professional activities: an agenda for development and research[J]. Eur J Anaesth, 2014, 32(2):71-76.DOI:10.1097/EJA.0000000000000109.
[35]Mallow M,Bear H, Moroz A, et al.Entrustable professional activities for residency training in physical medicine and rehabilitation[J]. Am J Phys Med Rehabil, 2017,96(10):762-764. DOI:10.1097/PHM.0000000000000741.
[36]Schultz K, Jane G, Lacasse M,et al.The application of entrustable professional activities to inform competency decisions in a family medicine residency program[J]. Acad Med, 2015,90(7):888-897. DOI:10.1097/ACM.0000000000000671.
[37]Haines ST, Pittenger A, Plaza C. Describing entrustable professional activities is merely the first step[J]. Am J Pharm Educ, 2017,81(1):18. DOI: 10.5688/ajpe81118.
[38]Berberat PO, Harendza S, Kadmon M. Entrustable professional activities - visualization of competencies in postgraduate training. position paper of the committee on postgraduate medical training of the German Society for Medical Education (GMA)[J]. GMS Z Med Ausbild, 2013,30(4):1-19. DOI:10.3205/zma000890.
[39]Elnicki DM, Aiyer MK, Cannarozzi ML, et al. An entrustable professional activity (EPA)-based framework to prepare fourth-year medical students for internal medicine careers[J]. J Gen Intern Med, 2017, 32(12):1-6.DOI: 10.1007/s11606-017-4089-8.
[40]Chen HC, van den Broek WES, Ten CO. The case for use of entrustable professional activities in undergraduate medical education[J]. Acad Med, 2015,90 (4):431-436. DOI:10.1097/ACM.0000000000000586.
[41]Edward K. Critical thoughts about the core entrustable professional activities in undergraduate medical education[J]. Acad Med, 2018,93(3):371-376.DOI: 10.1097/ACM.0000000000001865.
[42]Knape JT, ten Cate TJ. Nog altijd te oud, te knap, te duur[in Dutch][J]. Medisch Contact,2010,65(13):582-585.
[43]Choe JH, Knight CL, Stiling R,et al. Shortening the miles to the milestones: connecting EPA-based evaluations to ACGME Milestone Reports for internal medicine residency programs[J]. Acad Med, 2016,91(7):943-950. DOI:10.1097/ACM.0000000000001161.
[44]Meyer EG, Chen HC, Uijtdehaage S, et al. Scoping review of entrustable professional activities in undergraduate medical education[J]. Acad Med, 2019, 94(7):1040-1049.DOI:10.1097/ACM.0000000000002735.