Chinese Journal of Medical Education

Chinese Journal of Medical Education >

2020 , Vol. 40 >Issue 12: 945 - 950

DOI: https://doi.org/10.3760/cma.j.cn115259-20201012-01447

The development of entrustable professional activities research in medical education and its implications

  • Chen Xinhang ,
  • Wu Hongbin ,
  • Jiang Zhehan ,
  • Cheng Huaqin ,
  • Li Haichao ,
  • Qi Xin
Expand
  • 1Master Degree Candidate, Medical Education Major, Enrolled in 2020, Graduate School of Education, Peking University, Beijing 100871, China;
    2Institute of Medical Education & National Center for Health Professions Education Development, Peking University, Beijing 100191, China;
    3Department of Respiratory and Critical Medicine, Peking University First Hospital, Beijing 100034, China;
    4Department of Plastic Surgery & Burns, Peking University First Hospital, Beijing 100034, China

Received date: 2020-10-12

  Online published: 2021-01-25

Supported by

The Educational Teaching Research Project in Peking University Health Science Center (2020YB13)

Fold

Abstract

To understand the development in order history and current situation of international entrustable professional activities(EPAs) research.In 2020, in order to trace the general status of EPAs research, HistCite was employed to explore the number of papers,author distribution and research focuses based on the literatures about EPAs covering the period from January 2005 to September 2020 selected from Web of Science core collection.The results showed that the number of published papers in the field of EPAs appeared an overall upward trend. The United States has a big advantage in the number of owned papers, research institutions and journals. International EPAs research has developed rapidly recently, the areas which are in the forefront of medical discipline are also in the forefront of EPAs research. China is relatively weak in the field of EPAs research, so it is necessary to strengthen the capacity building for the research in this field.

Key words： Entrustable professional activities(EPAs); Competency-based medical education (CBME); Bibliometric; Development; Implication

Cite this article

Chen Xinhang , Wu Hongbin , Jiang Zhehan , Cheng Huaqin , Li Haichao , Qi Xin . The development of entrustable professional activities research in medical education and its implications[J]. Chinese Journal of Medical Education, 2020 , 40(12) : 945 -950 . DOI: 10.3760/cma.j.cn115259-20201012-01447

References

[1] 齐心.置信职业行为与住院医师胜任力关系探讨[J].中华医学教育杂志,2020,40 (4):306-310.DOI:10.3760/cma.j.cn115259-20191008-00827.
[2]Lurie SJ. History and practice of competency-based assessment[J].Med Edu,2012,46(1):49-57.DOI:10.1111/j.1365-2923.2011.04142.x.
[3] Chen HC,van den Broek WES,Ten Cate O. 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.
[4] Ten Cate O, Scheele F. Competency-based postgraduate training:can we bridge the gap between theory and clinical practice?[J].Acad Med,2007,82(6):542- 547.DOI:10.1097/ACM.0b013e31805559c7.
[5] Ten Cate O. 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.
[6] Ten Cate O,Young JQ. The patient handover as an entrustable professional activity: adding meaning in teaching and practice[J].BMJ Qual Saf,2012,21 (Suppl 1):10-12.DOI:10.1111/j.1365-2929.2005.02341.x.
[7] Emily, O' Dowd, Sinéad, et al. A systematic review of 7 years of research on entrustable professional activities in graduate medical education,2011-2018[J].Med Edu,2019,53(3):234-249.DOI:10.1111/medu.13792.
[8] 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.
[9] Duijn CCMA, Ten Cate O, Kremer WDJ, et al. The development of entrustable professional activities for competency-based veterinary education in farm animal health[J].J Vet Med Edu,2019,46(2):218-224.DOI:10.3138/ jvme.0617- 073r.
[10] Mulder H, Ten Cate O, 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):453-459.DOI:10. 3109/0142159X.2010.513719.
[11] Englander R, Flynn T, Call S, et al. Toward defining the foundation of the MD degree: core entrustable professional activities for entering residency [J].Acad Med,2016,91(10):1352-1358.DOI:10.1097/ACM.0000000000001204.
[12] Lomis K, Amiel JM, Ryan MS, et al. Implementing an entrustable professional activities framework in undergraduate medical education: early lessons from the AAMC core entrustable professional activities for entering residency pilot[J].Acad Med,2017,92(6):765-770.DOI:10.1097/ACM.0000000000001543.
[13] Sterkenburg A, Barach P, Kalkman C, et al. When do supervising physicians decide to entrust residents with unsupervised tasks?[J].Acad Med,2010,85 (9):1408-1417.DOI:10.1097/ACM.0b013e3181eab0ec.
[14] Rekman J, Gofton W, Dudek N, et al. Entrustability scales: outlining their usefulness for competency-based clinical assessment[J].Acad Med,2016,91 (2):186-190.DOI:10.1097/ACM.0000000000001045.
[15] Carraccio C, Englander R, Gilhooly J, et al. Building a framework of entrustable professional activities, supported by competencies and milestones, to bridge the educational continuum[J].Acad Med,2017,92(3): 324-330.DOI:10.1097/ACM.0000000000001141.
[16] 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.
[17] 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.
[18] Hauer KE,Soni K,Cornett P, et al. Developing entrustable professional activities as the basis for assessment of competence in an internal medicine residency: a feasibility study[J]. J Gen Intern Med,2013,28(8):1110-1114. DOI:10.1007/s11606-013-2372-x.
[19] Driessen E,Scheele F. What is wrong with assessment in postgraduate training?lessons from clinical practice and educational research[J]. Med Teach,2013,35(7):569-574.DOI:10.3109/0142159X.2013.798403.
[20] Sandhu G,Magas CP,Robinson AB, et al. Progressive entrustment to achieve resident autonomy in the operating room[J]. Ann Surg,2017,265(6):1134-1140.DOI:10.1097/SLA.0000000000001782.
[21] Choo KJ,Arora VM,Barach P, et al. How do supervising physicians decide to entrust residents with unsupervised tasks? a qualitative analysis[J].J Hosp Med,2014,9(3):169-175.DOI:10.1002/jhm.2150.
[22] Teman NR,Gauger PG,Mullan PB, et al. Entrustment of general surgery residents in the operating room: factors contributing to provision of resident autonomy[J]. J Am Coll Surg,2014,219(4):778-787.DOI:10.1016/j.jamcollsurg.2014.04.019.
[23] Holzhausen Y,Maaz A,Cianciolo AT. et al. Applying occupational and organizational psychology theory to entrustment decision-making about trainees in health care: a conceptual model[J]. Perspect Med Educ,2017,6(2):119-126.DOI:10.1007/s40037-017-0336-2.
[24] Chang A,Bowen JL,Buranosky RA, et al. Transforming primary care training-patient-centered medical home entrustable professional activities for internal medicine residents[J]. J Gen Intern Med,2013,28(6):801-809.DOI:10.1007/s11606-012-2193-3.
[25] 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.
[26] Leipzig RM,Sauvigne K,Granville LJ, et al.What is a geriatrician? American geriatrics society and association of directors of geriatric academic programs end-of-training entrustable professional activities for geriatric medicine[J]. J Am Geriatr Soc,2014,62(5):924-929.DOI:10.1111/jgs.12825.
[27] Fessler HE,Addrizzo-Harris D,Beck JM, et al.Entrustable professional activities and curricular milestones for fellowship training in pulmonary and critical care medicine: report of a multisociety working group[J]. Chest,2014,146(3):813-834.DOI:10.1378/chest.14-0710.
[28] Favreau MA,Tewksbury L,Lupi C, et al. Constructing a shared mental model for faculty development for the core entrustable professional activities for entering residency[J].Acad Med,2017,92(6):759-764.DOI:10.1097/ACM.0000000000001511.
[29] Brown DR,Warren JB,Hyderi A, et al. Finding a path to entrustment in undergraduate medical education: a progress report from the AAMC core entrustable professional activities for entering residency entrustment concept group[J].Acad Med,2017,92(6):774-779.DOI: 10.1097/ACM.0000000000001511.
[30] Mink RB,Schwartz A,Herman BE, et al. Validity of level of supervision scales for assessing pediatric fellows on the common pediatric subspecialty entrustable professional activities[J].Acad Med,2018,93(2):283-291.DOI: 10.1097/ACM.0000000000001820.
[31] Ten Cate O,Chen HC,Hoff RG,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.
[32] 吴红斌,杜鹃,程化琴,等.国际医学教育研究发展及启示——基于WOS百余年文献的计量分析[J].复旦教育论坛,2019,17(5):97-103.DOI:10.13397/j.cnki.fef. 2019.05.017.
Options
Outlines

/

〈 〉