Torres Camilo, Goïty León, Muñoz Nadia, Drago Paz
Oficina de Educación Médica, Facultad de Medicina, Universidad Diego Portales, Santiago, Chile.
Escuela de Medicina, Facultad de Medicina, Universidad Diego Portales, Santiago, Chile.
Rev Med Chil. 2018 Sep;146(9):1064-1069. doi: 10.4067/s0034-98872018000901064.
Medical education migrated from a practice-based to a knowledge-based discipline after the publication of the Flexner Report. The emergence of competence-based medical education led to a greater standardization of teaching, allowing students to integrate knowledge, skills and attitudes for the execution of a given task. A challenge is the evaluation of learning. Complex evaluation systems and a consequent atomization that independently assesses different competence components. However, the evaluation carried out at the clinical practice sites allows assessing the overall level of learning. Supervisors observe students' performance and decide if the apprentice can execute a specific task independently. This decision is based upon the trust that the tutor places on the student. Consequently, Ten Cate (2005) proposed the term Entrustable Professional Activities (EPAs), as a framework for professional practice tasks or responsibilities that can be fully entrusted to students, when they demonstrate the competences that are necessary to execute such activity with an increasing level of autonomy.
在《弗莱克斯纳报告》发表后，医学教育从基于实践的学科转变为基于知识的学科。基于能力的医学教育的出现使教学更加标准化，使学生能够整合知识、技能和态度以完成给定任务。一个挑战是学习评估。复杂的评估系统以及随之而来的对不同能力组成部分进行独立评估的碎片化情况。然而，在临床实践场所进行的评估能够评估学习的整体水平。督导员观察学生的表现，并决定学徒是否能够独立执行特定任务。这一决定基于导师对学生的信任。因此，滕·凯特（2005年）提出了“可托付专业活动”（EPA）这一术语，作为专业实践任务或职责的框架，当学生展示出以越来越高的自主性执行此类活动所需的能力时，这些任务或职责可以完全托付给学生。
