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Essentials of PEM Fellowship Part 2: The Profession in Entrustable Professional Activities.

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  • 1From the *Baylor College of Medicine, Texas Children's Hospital, Houston, TX; †University of Michigan, Ann Arbor, MI; ‡Albert Einstein College of Medicine, Children's Hospital at Montefiore, Bronx, NY; §University of Cincinnati College of Medicine, Cincinnati Children's Hospital Medical Center, Cincinnati, OH; ∥Harvard Medical School, Boston Children's Hospital, Boston, MA; ¶University of Pittsburgh School of Medicine, Children's Hospital of Pittsburgh, Pittsburgh, PA; #Columbia University Medical Center, New York, NY; **Carolinas Medical Center, Levine Children's Hospital, Charlotte, NC; ††Children's National Medical Center, Washington, DC; ‡‡Children's Hospital of Michigan, Detroit, MI; §§Yale University School of Medicine, New Haven, CT; ∥∥Medical University of South Carolina, Charleston, SC; ¶¶Rainbow Babies and Children's Hospital, UH Case Medical Center, Cleveland, OH; ##University of Alabama, Children's Hospital of Alabama, Birmingham, AL; ***Orlando Health, Arnold Palmer Hospital for Children, Orlando, FL; †††University of Southern California, Children's Hospital of Los Angeles, Los Angeles, CA; ‡‡‡Rhode Island Hospital/Hasbro Children's Hospital, Alpert Medical School of Brown University, Providence, RI; §§§Washington University in St Louis, St Louis Children's Hospital, St Louis, MO; ∥∥∥University of Arkansas for Medical Sciences, Arkansas Children's Hospital, Little Rock, AR; ¶¶¶Children's Hospital of Wisconsin, Wauwatosa, WI; ###University of Utah, Primary Children's Hospital, Salt Lake City, UT; ****Children's Mercy Hospital, Kansas City, MO; ††††Children's Hospitals and Clinics of Minnesota/Health Partners, Institute of Education and Research, Minneapolis, MN; and ‡‡‡‡Inova Children's Hospital, Falls Church, VA.

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Summary

This article introduces entrustable professional activities (EPAs) for pediatric emergency medicine (PEM) fellowship training. These EPAs define core competencies for assessing and educating future PEM physicians.

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Area of Science:

  • Medical Education
  • Pediatric Emergency Medicine
  • Competency-Based Assessment

Background:

  • Pediatric Emergency Medicine (PEM) fellowship training requires standardized assessment tools.
  • Existing training frameworks may not fully capture the breadth of PEM competencies.
  • A need exists for a structured approach to defining and evaluating PEM skills.

Purpose of the Study:

  • To describe the development of Entrustable Professional Activities (EPAs) for PEM fellowship.
  • To establish a framework for teaching and assessing PEM competencies.
  • To align PEM training with broader educational taxonomies.

Main Methods:

  • Development of PEM-specific EPAs through expert consensus.
  • Analysis of the relationship between EPAs and existing assessment/learning taxonomies.
  • Synthesis of teachable and assessable concepts within the PEM subspecialty.

Main Results:

  • A set of PEM EPAs has been developed.
  • These EPAs provide a structured method for evaluating trainee competence.
  • The EPAs package the PEM subspecialty into defined, assessable units.

Conclusions:

  • PEM EPAs offer a novel approach to fellowship training and assessment.
  • This framework facilitates standardized evaluation of pediatric emergency physicians.
  • EPAs enhance the clarity and consistency of PEM fellowship education.