Procedural Skills of the Entrustable Professional Activities: Are Graduating US Medical Students Prepared to Perform Procedures in Residency?

Bruce, Adrienne N.; Kumar, Anagha; Malekzadeh, Sonya

doi:10.1016/j.jsurg.2017.01.002

Cited by 15 publications

(10 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Six papers explored the perceptions and opinions of 14 patients, 10 clinicians, 60 medical students and 323 resident programme directors on the core EPAs initiative . There is generally a large gap between programme directors’ expectations and students’ confidence in performing EPAs without direct supervision .…”

Section: Resultsmentioning

confidence: 99%

“…Noting the importance of incorporating the perceptions of various stakeholders in the development process of EPAs, this review also revealed clinicians’ and students’ perceptions of EPAs and the value of patients’ inputs in the development process of EPAs. Apart from the large gap between clinicians’ expectations and students’ actual competencies, there was a suggestion for a bidirectional feedback mechanism from programme directors. Rooted in behaviourism learning theories, feedback is essential for improving learner performance and development of expertise .…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Entrustable professional activities in health care education: a scoping review

et al. 2019

View full text Add to dashboard Cite

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.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Entrustable professional activities in health care education: a scoping review

et al. 2019

View full text Add to dashboard Cite

show abstract

“…Colbert‐Getz et al 53 mapped current physician assessment tools prior to planned EPA implementation, whereas Czeskleba et al 54 report on work to explore medical student supervisors’ beliefs regarding EPAs. Two studies report on implementation of single EPAs 45,55 and five on the implementation of multiple EPAs 10,47,56‐58 …”

Section: Resultsmentioning

confidence: 99%

“…Multiple types of evaluation studies were found. Three studies reported evaluation of self‐reported student skills in the ability to perform EPAs 55,59,60 . Several studies evaluated the use of EPA‐based assessment tools.…”

Section: Resultsmentioning

confidence: 99%

Entrustable professional activities in entry‐level health professional education: A scoping review

Bramley

McKenna

2021

Medical Education

View full text Add to dashboard Cite

Entrustable professional activities (EPAs) are a recent enhancement to competency‐based health professional education that describe the observable work done by a competent health professional. Through defining education outcomes in a work‐based context, EPAs offer potential to identify skill gaps in individual or student cohorts and focus improvements. Entrustable professional activities have been pioneered and gained rapid acceptance in postgraduate medical education; however, less is known about their application and use in undergraduate or entry‐level health professional education. The Joanna Briggs Institute scoping review methodology was used to explore how and in what context EPAs are being used in entry‐level health professional education. Databases searched include CINAHL, EMBASE, MEDLINE, Web of Science and PsycINFO. A total of 748 abstracts were returned after duplicates removed, and 127 full‐text articles were screened with 30 included for data extraction. Publications in this area have recently accelerated with disciplines of professions of medicine, pharmacy, dietetics and physician assistants reporting on EPA development, implementation and evaluation. EPA use has been reported in the United States, Canada, Europe Australia and Central America. Major motivation reported for EPA use is to improve patient safety by aligning performance and expectations and to improve student assessment. Several studies report on the use of EPAs to evaluate different curriculum models or identify curriculum gaps representing potential application in education research.

show abstract

“…In graduating medical students, up to 73% have never performed intubation and 44% have never performed IV catheter insertion [9]. As senior medical students may not possess the expected competence in simple procedural skills, a significant concern is that medical students are underprepared for clerkship and subsequently, residency [3,7,10,11].…”

Section: Introductionmentioning

confidence: 99%

Medical Student Comfort With Procedural Skills Performance Based on Elective Experience and Career Interest

Huo¹,

MacNevin²,

Smyth³

et al. 2020

Cureus

View full text Add to dashboard Cite

IntroductionDespite increased efforts, studies suggest that exposure to procedural skills in undergraduate medical training is insufficient. As medical students have low self-reported competence in many skills, a significant concern is that medical students are underprepared for a clerkship. Furthermore, pre-clerkship electives selected based on student career interests can provide students with additional skills learning opportunities. The impact of career interest and elective choice on student comfort with procedural skills is unclear. This study examines the relationship between student procedural skills comfort, career interest, and elective choices. Materials and methodsAn evidence-based questionnaire was synthesized following a literature search using PubMed, Embase, and Google Scholar. Surveys were completed by second-year medical students. A Likert scale was used to evaluate students' exposure, comfort, and motivation to learn common procedural skills. Descriptive, Pearson's chi-square and Spearman's rho correlation coefficient analyses were performed to evaluate the relationship between career interests, elective exposure, and procedural skills. ResultsMedical students (>60%) reported poor comfort levels for most skills, despite >80% of students displaying high motivation to learn. Elective choice impacted student comfort levels as students who completed electives in anesthesiology were more comfortable with performing intubation (23% vs 10%, p = 0.026) and IV insertion (38% vs 13%, p = 0.002). Those with surgical career interests were less comfortable performing Foley catheter insertion in males (7% vs 5%, p = 0.033) and in females (7% vs 5%, p = 0.008). ConclusionsThis study supports that medical students feel low levels of comfort with performing procedural skills despite high motivation for learning. Comfort was influenced by both career interest and elective experience. Programs aiming to increase students' comfort levels in performing procedural skills should adapt curricula toward increasing early exposure to these skills.

show abstract

Procedural Skills of the Entrustable Professional Activities: Are Graduating US Medical Students Prepared to Perform Procedures in Residency?

Cited by 15 publications

References 16 publications

Entrustable professional activities in health care education: a scoping review

Entrustable professional activities in health care education: a scoping review

Entrustable professional activities in entry‐level health professional education: A scoping review

Medical Student Comfort With Procedural Skills Performance Based on Elective Experience and Career Interest

Contact Info

Product

Resources

About