Revisiting the Core Entrustable Professional Activities for Entering Residency.

Area of Science:

• Medical Education
• Graduate Medical Education
• Competency-Based Education

Background:

• The transition from medical school to residency presents challenges in assessing graduate readiness.
• Entrustable Professional Activities (EPAs) offer a framework for evaluating clinical competencies.
• Standardizing EPA implementation is crucial for consistent evaluation.

Purpose of the Study:

• To evaluate the feasibility of implementing 13 Core EPAs in 10 U.S. medical schools.
• To determine if Core EPAs enhance early residency performance.
• To assess medical schools' capacity for collecting and utilizing multimodal evidence for entrustment decisions.

Main Methods:

• Pilot study involving 10 U.S. medical schools implementing 13 Core EPAs.
• Collection of multimodal evidence on student performance in each EPA.
• Analysis of faculty committee ability to use data for entrustment decisions.
• Reflection on EPA performance based on assessability and entrustment.

Main Results:

• Medical schools demonstrated capacity to collect multimodal evidence for Core EPAs.
• Faculty committees' ability to use data for entrustment decisions was evaluated.
• Performance of each EPA was reviewed based on assessment and entrustment potential.
• Underlying issues limiting utility of certain EPAs were identified.

Conclusions:

• The Core EPAs for Entering Residency Pilot provides insights into implementing competency-based assessments.
• Feasibility and utility of EPAs vary, requiring further investigation for specific activities.
• This study informs future efforts to standardize EPA use in medical education and residency.