Sood Lonika, Emke Amanda R, Castillo Jean-Marie, Youssef Nazih, Yeh Daniel Dante
Academic Hospitalist, Department of Medicine, Aurora BayCare Medical Center.
Clinical Assistant Adjunct Professor of Medicine, University of Wisconsin School of Medicine and Public Health.
MedEdPORTAL. 2017 Jan 6;13:10528. doi: 10.15766/mep_2374-8265.10528.
The last 3 decades have seen significant changes in medical education and corresponding assessment of medical trainees. Competency-based medical education provided a more comprehensive model than the previous time-based process but remained insufficient. Introduced in 2005, entrustable professional activities (EPAs) offer a more robust curriculum development and assessment process, especially in regard to clinician-oriented workplace-based assessments. Despite their intuitive match with decisions made in the clinical environment daily by clinicians, the development of specialty-specific EPAs and corresponding culturally situated assessment tools has lagged.
To address this gap, a 90-minute faculty development workshop was created to introduce faculty to EPAs and their assessment and to provide hands-on practice developing and using EPAs.
Previous facilitations of this workshop received favorable responses from participants regarding level of detail, understanding of the content, and intent to employ EPAs at their own institutions.
Implementation of EPAs into the assessment portfolio of medical trainees following this workshop will maximize confidence in determining when a trainee is ready for independent practice.
在过去三十年里，医学教育以及对医学实习生的相应评估发生了重大变化。基于胜任力的医学教育提供了一个比以前基于时间的过程更全面的模式，但仍有不足。可托付专业活动（EPA）于2005年推出，提供了一个更强有力的课程开发和评估过程，特别是在以临床医生为导向的基于工作场所的评估方面。尽管它们与临床医生日常在临床环境中做出的决策直观匹配，但特定专业EPA和相应的文化情境评估工具的开发却滞后了。
为填补这一空白，举办了一次90分钟的教师发展研讨会，向教师介绍EPA及其评估，并提供开发和使用EPA的实践操作。
此前该研讨会得到了参与者对细节程度、对内容的理解以及在其所在机构采用EPA的意向等方面的积极反馈。
在本次研讨会之后，将EPA纳入医学实习生的评估组合中，将最大限度地增强确定实习生何时准备好独立执业的信心。
