The Minnesota Method: A Learner-Driven, Entrustable Professional Activity-Based Comprehensive Program of Assessment...

Area of Science:

• Medical Education
• Competency-Based Assessment
• Pediatric Training

Background:

• Traditional assessment methods in medical education often fall short in defining clear outcomes and tracking student progress.
• Competency-based medical education (CBME) requires robust assessment to ensure learners understand their development and next steps.
• The Education in Pediatrics Across the Continuum (EPAC) program sought to address these assessment challenges.

Purpose of the Study:

• To develop and implement a learner-driven assessment program for medical students in foundational clinical training.
• To utilize Core Entrustable Professional Activities for Entering Residency (Core EPAs) within the EPAC program.
• To enhance the assessment process for readiness in the undergraduate to graduate medical education transition.

Main Methods:

• Implemented a learner-driven assessment model based on Core EPAs within the EPAC program.
• Incorporated frequent workplace-based assessments and summative evaluations.
• Utilized individualized learning plans and a quarterly clinical competency committee, with data displayed on real-time dashboards.

Main Results:

• Over four cohorts (2015-2019), 13 students averaged ~200 Core EPA assessments annually across multiple specialties and preceptors.
• Real-time dashboards allowed students and faculty to monitor competency development.
• The assessment data informed the clinical competency committee's decisions on transition readiness.

Conclusions:

• A robust, learner-driven assessment program utilizing Core EPAs is feasible and effective.
• This approach enhances transparency and provides actionable data for student progression and readiness for residency.
• The program demonstrates utility in managing the undergraduate to graduate medical education transition.