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  • 1M.A. Favreau is associate professor of pediatrics, and adjunct associate professor, Division of Management, Oregon Health and Science University School of Medicine, Portland, Oregon. She was also associate dean for professional development and lifelong learning, Oregon Health and Science University School of Medicine, Portland, Oregon, at the time this work was done. L. Tewksbury is associate dean for student affairs and associate professor of pediatrics, New York University School of Medicine, New York, New York. C. Lupi is assistant dean for learning and teaching and professor of obstetrics and gynecology, Florida International University Herbert Wertheim College of Medicine, Miami, Florida. W.B. Cutrer is assistant professor of pediatrics, Vanderbilt University School of Medicine, Nashville, Tennessee. J.A. Jokela is professor and head, Department of Medicine, University of Illinois College of Medicine at Urbana-Champaign, Urbana, Illinois. L.M. Yarris is associate professor of emergency medicine and program director for emergency medicine, Oregon Health and Science University School of Medicine, Portland, Oregon.

Academic Medicine : Journal of the Association of American Medical Colleges
|May 31, 2017
PubMed
Summary

A new conceptual framework guides faculty in undergraduate medical education (UME) to assess and entrust medical students with Core Entrustable Professional Activities (Core EPAs) for safe, independent practice.

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Area of Science:

  • Medical Education
  • Graduate Medical Education
  • Faculty Development

Background:

  • The Association of American Medical Colleges identified 13 Core Entrustable Professional Activities (Core EPAs) in 2014.
  • Developing faculty expertise in assessing entrustability for Core EPAs in undergraduate medical education (UME) remains a challenge.
  • Existing processes and tools for teaching and assessing entrustability are still evolving.

Purpose of the Study:

  • To describe a conceptual framework for entrustment decision-making in UME.
  • To prepare educators for assessing entrustability in undergraduate medical education.
  • To provide a shared mental model for faculty development related to Core EPAs.

Main Methods:

  • A critical synthesis of the Entrustable Professional Activities (EPA) literature was performed.
  • A conceptual framework and shared mental model for entrustment were developed.
  • The framework was designed for faculty with varying levels of student contact and roles in entrustment decisions.

Main Results:

  • The developed framework includes four key dimensions for Core EPA faculty development: observation skills, coaching and feedback, self-assessment and reflection, and peer guidance within a community of practice.
  • This model provides a foundation for faculty engagement in entrustment decision-making.
  • Distinctions between UME and graduate medical education learning environments regarding faculty development were highlighted.

Conclusions:

  • The conceptual framework and shared mental model enhance faculty preparedness for entrustment decisions in UME.
  • Further faculty development efforts are needed to address challenges and opportunities in UME entrustment.
  • Recommendations and research questions for future Core EPA faculty development were proposed.