Longitudinal Assessment of Resident Performance Using Entrustable Professional Activities

Abstract

IMPORTANCE Entrustable professional activities (EPAs) are an emerging workplace-based, patientoriented assessment approach with limited empirical evidence. OBJECTIVE To measure the development of pediatric trainees' clinical skills over time using EPA-based assessment data.

Entrustable professional activities for apheresis medicine education

“…EPAs have been developed by other medical specialties such as pediatrics, internal medicine, surgery, psychiatry, and family medicine, among others. 1,[5][6][7][8][9][10][11][12] These EPAs are specific for each specialty or subspecialty but have common themes such as being able to provide consultation and competence in performing procedures and providing appropriate clinical care. Until recently, it was typical for just pathology/transfusion medicine and nephrology trainees to undergo apheresis rotations or demonstrate proficiency in apheresis procedures during their graduate or postgraduate medical education.…”

“…A competency-based medical education system has become one of the central tenets of medical education for much of the world. 1 This is based on the concept that trainees demonstrate sufficient skill in a defined set of Abbreviations: ACGME, Accreditation Council for Graduate Medical Education; AM, apheresis medicine; ASFA, American Society for Apheresis; EPAs, entrustable professional activities; GME, Graduate Medical Education; QEPAs, quality of entrustable professional activities.…”

“…4 Since then, EPAs have been developed for multiple specialties and subspecialties, including internal medicine, pediatrics, family practice, pathology, and subspecialties such as nephrology. 1,[5][6][7][8][9][10][11][12] Apheresis medicine (AM) is a specialty that focuses on the practice of donor and therapeutic apheresis. Unique to AM, medical oversight can be provided by multiple different specialties and/or subspecialties depending on the setting, for example, pathology/transfusion medicine, nephrology, or hematology.…”

Launching the Next Steps to Improve Hospice and Palliative Medicine Fellow Performance Assessment: A Look Back to the Initial Toolkit of Assessment Methods

“…Despite these efforts, practical, meaningful assessment of individual trainees remains a crucial challenge. 4 , 5 , 6 , 7 , 8 The Clinical Competency Committee structure encourages robust, semi-annual discussions of individual trainee performance across the six ACGME core competencies of patient care, medical knowledge, practice-based learning and improvement (PBLI), interpersonal and communication skills (ICS), professionalism, and systems-based practice (SBP) using the developmental framework of Reporting Milestones. 3 However, identifying assessment tools that provide actionable data across specialty-specific competencies to inform milestones reporting is an ongoing challenge.…”

“…3 However, identifying assessment tools that provide actionable data across specialty-specific competencies to inform milestones reporting is an ongoing challenge. [4][5][6][7][8][9][10][11][12] Hospice and Palliative Medicine (HPM) educators and fellowship training programs have been working for well over a decade to meet this challenge of identifying assessment tools that provide meaningful specialty-specific competency data over the concise 12-month timeframe of an HPM fellowship. HPM has been an official subspecialty of the American Board of Medical Specialties since 2006 with ACGME oversight and accreditation of HPM fellowships since 2008 ( Table 1).…”