Abstract: Competency-based medical education (CBME) is becoming a goal of modern medical education reform and a global trend, but there are some problems fund during its implementation. This article aims to provide a practical model, based on the concept of entrustable professional activities (EPAs) to translate personal competency assessment to clinical practice derived from curriculum development for emergency resident training. Using Kern's six-step approach to curriculum development, needs assessments of targeted learners were conducted, and all EPAs of emergency training were selected and described in order to identify curriculum goals and specific learning objectives. Educational strategy and assessment tools were linked to the specific task-oriented knowledge, skills and attitudes. Implementation of this curriculum requires trainee portfolios and progress interviews, statements of awarded responsibility. Evaluates whether the curriculum is successful and how it can be improved from the participants and the program. This model provides a new and promising method to fill the gap between the CBME and clinical tasks. The curriculum also provides a process template for using EPAs to drive curriculum development and innovation, which may be transferred to other domain of clinical training.

Key words: Competency-based medical education (CBME), Entrustable professional activities, Curriculum, Resident training