Post-Clerkship Curricular Reform: Specialty-Specific Tracks and Entrustable Professional Activities to Guide the...

Area of Science:

• Medical Education
• Graduate Medical Education
• Curriculum Development

Background:

• The fourth year of medical school is increasingly viewed as a critical transition to residency.
• Core entrustable professional activities (EPA) and Accreditation Council for Graduate Medical Education (ACGME) milestones are shaping this transition.
• A structured curriculum is needed to prepare medical students for residency demands.

Purpose of the Study:

• To present a specialty-focused post-clerkship curriculum designed for the transition to residency.
• To report on learner and residency director perceptions of the curriculum over its initial three years.
• To identify key curricular elements that facilitate the transition to residency.

Main Methods:

• Development and implementation of a specialty-focused post-clerkship curriculum.
• Collection and analysis of learner and residency director perceptions over three years.
• Ongoing curricular monitoring and quality improvement initiatives.

Main Results:

• The curriculum's core principles were reinforced through implementation.
• Learner and residency director feedback informed actionable quality improvement efforts.
• Key elements included EPA-focused learning, milestone integration, feedforward, and mentorship.

Conclusions:

• A structured, specialty-focused curriculum effectively guides the transition from medical school to residency.
• Continuous monitoring and adaptation are essential for curricular success.
• Integrating EPAs, milestones, feedforward, and mentorship are vital for preparing residents.