Entrustable Professional Activities as a Framework for Continued Professional Competence: Is Now the Time?

Chesbro, Steven B.; Jensen, Gail M.; Boissonnault, William G.

doi:10.1093/ptj/pzx100

Cited by 44 publications

(42 citation statements)

References 22 publications

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“…Many papers discussed the barriers to and the possible implementations of EPAs in UME and specific medical fields such as physical therapy, neurology, anaesthesiology and pharmacology ( n = 11). Seven papers criticised and described the potential benefits and relevance of EPAs in their fields, specifically in family medicine, neurology, anaesthesiology, physical therapy and pharmacology, whereas three papers argued about the use of core EPAs in UME and how EPAs can be further refined to bridge the continuum between UME and GME. One paper even proposed the adaptation of the EPA framework in Germany, Switzerland and Austria to reform the current postgraduate medical education systems…”

Section: Resultsmentioning

confidence: 99%

Entrustable professional activities in health care education: a scoping review

et al. 2019

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CONTEXT The shift in medical education from time-based learning to outcome-based learning has drawn much attention to entrustable professional activities (EPAs) as an ideal assessment framework to translate competencies into clinical practice. Given the relative novelty of EPAs, this review aims to highlight research gaps and explore and consolidate available evidence pertaining to the development and implementation of EPAs in health care.RESULTS Eighty articles were included in the review. All articles were published between 2010 and 2018. Three major themes and eight subthemes were generated: (i) development of EPAs (frameworks for EPA development and implementation, identifying core or specialtyspecific EPAs, and EPAs for faculty development), (ii) evaluation of EPAs and EPA entrustment factors (revised curriculum, entrustment decisions for professional activities, and feedback on implemented EPAs and the development process), and (iii) future directions and recommendations for EPAs (implementation of EPAs in undergraduate medical education and specific disciplines, and other criticisms and recommendations for EPAs).CONCLUSIONS Entrustable professional activities are an essential means to translate competencies into observable and measurable clinical practice. However, high-level evidencebased research on the efficacy, development and implementation of EPAs for specific target groups (i.e. undergraduates and staff) and geographical regions (i.e. Asia and Africa) is still lacking, which suggests a direction for future research.

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Section: Resultsmentioning

confidence: 99%

Entrustable professional activities in health care education: a scoping review

et al. 2019

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“…As competency frameworks in medical education have been adopted across various countries, so too have they spread to other professions (9)(10)(11)(12). The existing competency frameworks cannot simply be applied to the profession of veterinary medicine without revision and adaptation.…”

Section: Competency-based Frameworkmentioning

confidence: 99%

Alignment of Selected Veterinary Education Competencies With the Interprofessional Professionalism Assessment

Tegzes

Frost²

2021

Front. Vet. Sci.

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“…Lau et al, (2020) has developed an assessment tool, EPA-CP, to assess the performance of undergraduate nursing students in clinical practice procedures. Guided by a conceptual framework, a systematic three-stage approach was utilized to develop EPA-CP to identify essential observable behavioural descriptors (Chesbro et al, 2018;Lau et al, 2020), which can ensure the credibility and replicability of the core professional work activities. EPA-CP contain six behavioural descriptors reflecting the knowledge, skills, values and attitudes needed by nurses to perform a procedure.…”

Section: Epas For Clinical Procedures (Epa-cp)mentioning

confidence: 99%

Entrustable professional activity assessment tool for clinical procedures: A psychometric study

Lau

Ang

Shorey

et al. 2021

Journal of Clinical Nursing

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Aim and objective: To test the psychometric properties of the entrustable professional activity assessment tool for clinical procedures to be administered to clinical trainers and students.Background: Students' ability to perform clinical procedures professionally and safely is a key concern for healthcare educators. The assessment of professional activities, in which entrustment is a key outcome, is crucial for determining the level of training and supervision of work-based assessments. The entrustable professional activities for clinical procedures (EPA-CP) have been used among clinical trainers, but it needs more psychometric testing. Design:The psychometric study used a cross-sectional design.Methods: Students' self-assessment (n = 302) and the supervisors' ratings on the students' performance in clinical procedures (n = 266) were used to evaluate the psychometric properties of the six-item EPA-CP assessment tool. Internal consistency and test-retest reliabilities of the assessment tool were examined. Convergent, knowngroups, analysis of structural validity were conducted to investigate the tool's construct and factorial structure. The STROBE checklist for cross-sectional studies was followed. Results:The EPA-CP assessment tool demonstrated good reliability, satisfactory convergent validity and significant differences in the known-group comparison. The exploratory factor and confirmatory factor analyses indicated the cogent constructs of the assessment tool when administered to students and their supervisors. Conclusion:The EPA-CP assessment tool is a valid, reliable and user-friendly tool for evaluating healthcare students' capability to perform clinical procedures. This tool makes it possible for the precise assessment of learners in performing procedures in busy and dynamic clinical settings.Relevance to clinical practice: Reliable instruments are needed to effectively assess healthcare students' ability to perform clinical procedures and enable trainers to entrust students with the tasks. The results indicate that the EPA-CP assessment is promising and may be used in the healthcare settings. | 2823 LAU et AL.

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Entrustable Professional Activities as a Framework for Continued Professional Competence: Is Now the Time?

Cited by 44 publications

References 22 publications

Entrustable professional activities in health care education: a scoping review

Entrustable professional activities in health care education: a scoping review

Alignment of Selected Veterinary Education Competencies With the Interprofessional Professionalism Assessment

Entrustable professional activity assessment tool for clinical procedures: A psychometric study

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