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Developing Entrustable Professional Activities for Entry Into Clerkship.

H Carrie Chen¹, Margaret McNamara, Arianne Teherani

¹H.C. Chen is professor of pediatrics, Department of Pediatrics, University of California, San Francisco, School of Medicine, San Francisco, California. M. McNamara is professor of pediatrics, Department of Pediatrics, University of California, San Francisco, School of Medicine, San Francisco, California. A. Teherani is professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. O. ten Cate is professor of medical education and director, Center for Research and Development of Education, University Medical Center Utrecht, Utrecht, the Netherlands, and adjunct professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California. P. O'Sullivan is professor of medicine, Department of Medicine, University of California, San Francisco, School of Medicine, San Francisco, California.

Academic Medicine : Journal of the Association of American Medical Colleges

|November 12, 2015

Summary

This study developed five Entrustable Professional Activities (EPAs) to guide preclerkship medical students

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Area of Science:

Medical Education
Competency-Based Education
Clinical Skills Training

Background:

Preceptors face challenges integrating medical students early in training.
Entrustable Professional Activities (EPAs) offer a framework for defining student roles.
EPAs can provide explicit guidance for preclerkship medical students.

Purpose of the Study:

To develop Entrustable Professional Activities (EPAs) for clerkship entry.
To appraise content validity evidence for these EPAs.
To establish clear expectations for preclerkship student roles in clinical settings.

Main Methods:

Multistep process from November 2012 to June 2014.
Identified EPA content domains through data, focus groups, and interviews.
Mapped domains to course objectives, competencies, and resident EPAs.
Developed detailed EPA descriptions and conducted workshops for verification.
Finalized EPAs after expert and stakeholder review.

Main Results:

Developed five EPAs for clerkship entry: information gathering, differential diagnosis and plan, healthcare team communication, patient information sharing, and resource identification.
Workshop participants approved and refined EPA content.
Agreed on a single level of supervision: practice under reactive supervision.

Conclusions:

Developed EPAs provide a standard for clerkship entry.
EPAs offer guidance for engaging preclerkship students in clinical activities.
These EPAs are adaptable for use by any institution.