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Related Experiment Video

Updated: Dec 30, 2025

Development of a Virtual Reality Assessment of Everyday Living Skills

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Published on: April 23, 2014

Longitudinal Assessment of Resident Performance Using Entrustable Professional Activities.

Daniel J Schumacher^1,2, Daniel C West^3,4, Alan Schwartz^5,6,7

¹Department of Pediatrics, Cincinnati Children's Hospital Medical Center, Cincinnati, Ohio.

JAMA Network Open

|January 16, 2020

Summary

Pediatric residents show varied readiness for unsupervised practice across 17 Entrustable Professional Activities (EPAs). Many trainees did not meet unsupervised practice standards for all EPAs by graduation, highlighting potential gaps in pediatric residency training.

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Area of Science:

Medical Education
Pediatric Residency Training
Competency-Based Assessment

Background:

Entrustable Professional Activities (EPAs) are a novel assessment method in medical education.
Empirical evidence supporting EPA effectiveness, particularly in pediatrics, is still developing.
Assessing clinical skills development over time is crucial for resident training.

Purpose of the Study:

To evaluate the longitudinal progression of pediatric residents' clinical skills using EPA-based assessments.
To determine the readiness of graduating pediatric residents for unsupervised practice across various EPAs.
To identify potential discrepancies between resident performance and established practice standards.

Main Methods:

A prospective cohort study involving pediatric residents across 3 academic years.
Assessment of 17 general pediatrics EPAs using summative decisions on supervision levels.
Inclusion of residents from 23 pediatric residency programs within a national network.

Main Results:

Over 25,000 supervision reports were analyzed for 1987 residents.
Graduation supervision levels varied significantly by EPA, with some requiring more support.
Only 8 of 17 EPAs met a performance standard where 90% of trainees achieved unsupervised practice readiness.

Conclusions:

The study provides initial empirical data on practice readiness derived from EPA assessments.
Findings suggest potential curricular gaps impacting resident preparedness for independent practice.
Further research is needed to validate these findings with post-graduation outcomes.