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Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99.

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This guide helps educators build competency-based workplace curricula using Entrustable Professional Activities (EPAs). It covers EPA identification, assessment, and technology integration for effective training and supervision.

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Workplace Learning

Background:

  • Competency-based education is evolving, requiring new frameworks for workplace learning.
  • Entrustable Professional Activities (EPAs) offer a structured approach to defining and assessing professional competencies.
  • Educators need practical guidance on implementing EPAs in curriculum design and assessment.

Purpose of the Study:

  • To provide an up-to-date overview of the literature on Entrustable Professional Activities (EPAs).
  • To offer practical suggestions for applying EPAs to curriculum construction, assessment, and educational technology.
  • To clarify common misunderstandings and guide the identification, elaboration, and validation of EPAs.

Main Methods:

  • Literature review on Entrustable Professional Activities (EPAs).
  • Discussion of EPA identification, elaboration, and validation processes.
  • Exploration of matrix-mapping for combining EPAs with competencies and milestones.
  • Examination of entrustment decision-making and technology's role in supporting feedback and supervision.

Main Results:

  • Provides a comprehensive framework for understanding and implementing EPAs in workplace curricula.
  • Details methods for aligning EPAs with competencies and milestones.
  • Highlights the importance of entrustment decision-making for learner autonomy and supervision.
  • Suggests technological tools, like e-portfolios, to enhance feedback and decision-making.

Conclusions:

  • EPAs are a valuable tool for developing competency-based workplace curricula.
  • Effective implementation requires clear guidance on EPA design, assessment, and entrustment decisions.
  • Educational technology can significantly support the EPA process, improving feedback and supervision.