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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

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Published on: August 5, 2020

Is It Time for Entrustable Professional Activities for Residency Program Directors?

Robert G Bing-You¹, Eric Holmboe, Kalli Varaklis

¹R.G. Bing-You is vice president for medical education and designated institutional official, Maine Medical Center, Portland, Maine. E. Holmboe is senior vice president, Milestone Development and Evaluation, Accreditation Council for Graduate Medical Education, Chicago, Illinois. K. Varaklis is obstetrics/gynecology residency program director and assistant to the designated institutional official, Maine Medical Center, Portland, Maine. J. Linder is director of student affairs, Tufts University School of Medicine-Maine Medical Center Program, Portland, Maine.

Academic Medicine : Journal of the Association of American Medical Colleges

|May 31, 2017

Summary

This summary is machine-generated.

Residency program directors (PDs) are crucial for graduate medical education. Developing core entrustable professional activities (EPAs) can define PD roles, improve performance assessment, and guide professional development.

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Area of Science:

Graduate Medical Education
Academic Medicine
Competency-Based Medical Education

Background:

Residency program directors (PDs) are vital for high-quality graduate medical education but lack national recognition.
The specific roles and responsibilities of PDs are not formally codified.
There is a need to better define and support the PD position within academic medicine.

Purpose of the Study:

To propose the use of the core entrustable professional activities (EPAs) framework to define the roles and responsibilities of residency program directors.
To outline the potential benefits of establishing EPAs for PDs.

Main Methods:

The authors, drawing on their experience as PDs and discussions within the academic medicine community, utilized principles of competency-based medical education.
A list of potential EPAs for PDs was developed based on these insights.

Main Results:

The proposed EPAs can help define PD competencies through a deconstructive process.
This framework can highlight the critical role of PDs in leading graduate medical education.
EPAs offer a structure for assessing PD performance and providing targeted feedback.
EPAs can guide PDs in focusing professional development and inform recruitment/selection processes.

Conclusions:

The entrustable professional activities (EPAs) framework offers a valuable mechanism for codifying the PD role.
Implementing EPAs can enhance the recognition, assessment, and professional development of residency program directors.
This approach supports the advancement of high-quality graduate medical education programs.