Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99

@article{tenCate2015CurriculumDF,
  title={Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99},
  author={Olle ten Cate and Huiju Carrie Chen and Reinier G. Hoff and Harm Peters and Harold G J Bok and Marieke F. van der Schaaf},
  journal={Medical Teacher},
  year={2015},
  volume={37},
  pages={1002 - 983}
}
Abstract This Guide was written to support educators interested in building a competency-based workplace curriculum. It aims to provide an up-to-date overview of the literature on Entrustable Professional Activities (EPAs), supplemented with suggestions for practical application to curriculum construction, assessment and educational technology. The Guide first introduces concepts and definitions related to EPAs and then guidance for their identification, elaboration and validation, while… 
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349 Citations
Highly Influential Citations
9
Background Citations
76
Methods Citations
18
Results Citations
1

349 Citations

Citation Type

Citation Type

Constructing Approaches to Entrustable Professional Activity Development that Deliver Valid Descriptions of Professional Practice
TLDR
Evaluating the methods used for identification, description, and adoption of EPAs through a construct validity lens helps give leaders and stakeholders of EPA development confidence that the EPAs constructed are, in fact, an accurate representation of the profession’s work.
The recommended description of an entrustable professional activity: AMEE Guide No. 140
TLDR
This AMEE Guide elaborates eight sections of a full EPA description, and provides explanations and justifications for each, and intends to support curricular leaders looking to adopt new EPAs, or revise and define established EPAs for competency-based education.
Twelve tips for the implementation of EPAs for assessment and entrustment decisions
TLDR
Practical recommendations for how to implement EPAs for assessment and entrustment decisions in the workplace and tips for supervising clinicians and curriculum leaders on enabling the trust development.
Wresting with Implementation: a Step-By-Step Guide to Implementing Entrustable Professional Activities (EPAs) in Psychiatry Residency Programs
TLDR
With this list of EPAs for psychiatry, residency programs have the opportunity to implement EPAs as an assessment strategy and the AADPRT EPA toolkit is meant to serve as a general guide for psychiatry residency educators.
Implementing Systematic Faculty Development to Support an EPA-Based Program of Assessment: Strategies, Outcomes, and Lessons Learned
TLDR
This systematic approach to prepare assessors, faculty and postgraduate trainees, to complete EPA assessments for medical students during the clerkship phase of this institution-wide program is designed to build assessors' skills in direct observation of learners during authentic patient encounters.
Evaluation of the Characteristics of a Workplace Assessment Form to Assess Entrustable Professional Activities (EPAs) in an Undergraduate Surgery Core Clerkship.
How an EPA-based curriculum supports professional identity formation
TLDR
An EPA-based curriculum does stimulate PIF in the complex context of working and learning by supporting participation in the workplace and by encouraging feedback-seeking behavior.
Faculty Development Revisited: A Systems-Based View of Stakeholder Development to Meet the Demands of Entrustable Professional Activity Implementation.
TLDR
The authors argue that the EPA framework addresses barriers posed with the use of a competency-based framework by facilitating the communication required for organizational change, enabling valid assessment with comprehensive yet feasible levels of faculty development, and incorporating all relevant data on student professional behavior into summative assessment decisions, EPAs may offer a clearer path toward the goal of competencies-based education.
Entrustment decisions: Implications for curriculum development and assessment
TLDR
The components of an EPA are presented, their importance and application are described, their implications for assessment are identified, and some of challenges they pose are pinpointed in undergraduate and postgraduate settings.
Entrustable Professional Activities for Small-Group Facilitation: A Validation Study Using Modified Delphi Technique
TLDR
The co-creation of an EPA framework for training and entrustment of small-group facilitators and program developers, administrative bodies, and teaching staff may find this framework useful to structure faculty development, to entrust teachers, and to support personal development.
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References

SHOWING 1-10 OF 145 REFERENCES
Building a competency-based workplace curriculum around entrustable professional activities: The case of physician assistant training
TLDR
A practical model, based on the concept of entrustable professional activities (EPAs), to make this translation of competency-based medical education to the clinical work floor, derived from curriculum building for physician assistants (PAs).
The Application of Entrustable Professional Activities to Inform Competency Decisions in a Family Medicine Residency Program
TLDR
The authors describe the development of 35 EPAs for a Canadian family medicine residency program, including the work by an expert panel of family physician and medical education experts from four universities in three Canadian provinces to identify the relevant EPAs in nine curriculum domains.
Developing Entrustable Professional Activities for Entry Into Clerkship
TLDR
Developing and appraising content validity evidence for EPAs for clerkship entry indicates support for setting a standard for entry into clerkship, provides guidance for engaging preclerkship students in clinical workplace activities, and can be adapted for use by any institution.
The case for use of entrustable professional activities in undergraduate medical education.
TLDR
Arguments in favor of the use of EPAs in UME are discussed, and it is suggested that EPAs could be operationalized for UME if UME-specific EPAs were developed and the entrustment scale were expanded.
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
TLDR
These EPAs are intended to serve as a starting point or guide for program directors to begin developing meaningful, work-based assessments that inform the evaluation of residents’ competence.
Entrustment and Mapping of Observable Practice Activities for Resident Assessment
TLDR
This work describes the internal medicine residency curriculum and assessment system, which uses entrustment and mapping of observable practice activities (OPAs) for resident assessment, and created discrete OPAs for each resident rotation and learning experience.
Workplace-based assessment as an educational tool: AMEE Guide No. 31
TLDR
There is a need for formative assessment which offers trainees the opportunity for feedback and the critical role of faculty is highlighted, as is the need for strategies to enhance their participation and training.
AM Last Page: What Entrustable Professional Activities Add to a Competency-Based Curriculum
  • O. ten Cate
  • Psychology
    Academic medicine : journal of the Association of American Medical Colleges
  • 2014
TLDR
Entrustable professional activities (EPAs) are tasks or responsibilities that faculty entrust to a trainee to execute, unsupervised, once he or she has obtained adequate competence.
Developing Entrustable Professional Activities as the Basis for Assessment of Competence in an Internal Medicine Residency: A Feasibility Study
TLDR
Evaluating how well EPA-based assessment serves the intended purpose of capturing trainees’ trustworthiness to conduct activities unsupervised in internal medicine (IM) residency is evaluated.
ANALYSES/LITERATURE REVIEWS: Evaluating Competence Using a Portfolio: A Literature Review and Web-Based Application to the ACGME Competencies
TLDR
A Web-based evaluation portfolio for residency training is described here in the hope of facilitating this process for others and has the ability to provide educators with a research infrastructure to practice evidence-based education.
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