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Entrustable Professional Activities in Psychiatry: A Systematic Review.
Severin Pinilla1, Eric Lenouvel2, Werner Strik3
1University Hospital of Psychiatry and Psychotherapy, University of Bern, Bern, Switzerland. severin.pinilla@upd.unibe.ch.
Summary
Entrustable professional activities (EPAs) are increasingly used in psychiatry education. This review found a growing trend in EPA research, though more empirical studies are needed to guide educational practices.
Area of Science:
- Medical Education
- Psychiatry Training
- Competency-Based Education
Background:
- Entrustable professional activities (EPAs) are discrete clinical tasks for trainee entrustment.
- EPAs are increasingly adopted as an educational framework globally.
- A synthesis of empirical evidence on EPAs in psychiatry is lacking.
Purpose of the Study:
- To systematically review and evaluate the evidence on EPAs in psychiatry.
- To summarize EPA development, implementation, and assessment in medical education.
- To identify trends and gaps in EPA research within psychiatry.
Main Methods:
- Systematic review of quantitative and qualitative research and case reports.
- Searched multiple databases (PubMed, Scopus, PsycINFO, etc.) for articles since 2005.
- Assessed article quality using the Quality Assessment Tool for Studies with Diverse Designs.
Main Results:
- 20 articles were included from 2807 records; most were consensus reports from English-speaking countries.
- Studies primarily focused on EPA development and implementation (70%), with fewer on assessment (30%).
- Publication quantity and quality showed an increasing trend from 2011 to 2018; lack of controlled studies prevents meta-analysis.
Conclusions:
- EPA-based curricula are gaining traction in psychiatry undergraduate (UME) and graduate (GME) medical education.
- Limited empirical research hinders evidence-based recommendations for educational practices.
- Preliminary data suggest EPAs are promising for educational outcomes and effective for curriculum design in psychiatry.
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