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Implementing an Entrustable Professional Activities Framework in Undergraduate Medical Education: Early Lessons From

Kimberly Lomis1, Jonathan M Amiel, Michael S Ryan

  • 1K. Lomis is associate dean for undergraduate medical education and professor of surgery, Vanderbilt University School of Medicine, Nashville, Tennessee. J.M. Amiel is associate dean for curricular affairs and associate professor of psychiatry, Columbia University College of Physicians and Surgeons, New York, New York. M.S. Ryan is assistant dean for clinical medical education and associate professor of pediatrics, Virginia Commonwealth University School of Medicine, Richmond, Virginia. K. Esposito is associate dean for curriculum and medical education and professor and vice chair of psychiatry and behavioral health, Florida International University Herbert Wertheim College of Medicine, Miami, Florida. M. Green is professor of medicine and director for student assessment, Yale School of Medicine, New Haven, Connecticut. A. Stagnaro-Green is regional dean and professor of medicine, obstetrics and gynecology, and medical education, University of Illinois College of Medicine, Rockford, Illinois. J. Bull is lead specialist in competency-based learning and assessment, Association of American Medical Colleges, Washington, DC. G.C. Mejicano is senior associate dean for education and professor of medicine, Oregon Health & Science University School of Medicine, Portland, Oregon.

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

The Core Entrustable Professional Activities (Core EPAs) pilot improves medical education transition. Early results guide institutions in implementing this framework for better resident preparedness and patient care.

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