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Setup and Execution of the Rapid Cycle Deliberate Practice Death Notification Curriculum

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Entrustable Professional Activities in Palliative Medicine: A Faculty and Learner Development Activity.

Sarah Kawaguchi¹, Jeff Myers¹, Melissa Li²

¹Division of Palliative Care, Division of Palliative Care, Department of Family and Community Medicine, Sinai Health System, University of Toronto, Toronto, Canada.

Journal of Palliative Medicine

|July 15, 2024

Summary

Faculty development in competency-based medical education (CBME) was enhanced using simulated patient encounters and debriefs. This approach improved faculty confidence and readiness for implementing entrustable professional activities (EPAs).

Keywords:

CBME EPAs Entrustable professional activities Faculty development Simulation

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Area of Science:

Medical Education
Faculty Development
Competency-Based Medical Education

Background:

Faculty development is crucial for competency-based medical education (CBME) implementation.
Limited evidence exists to guide the design of effective faculty development activities for CBME.

Purpose of the Study:

To describe and evaluate a faculty development activity designed to support CBME implementation.
To assess faculty's ability to use entrustable professional activities (EPAs) and their confidence in evaluating learner readiness.

Main Methods:

Palliative medicine faculty participated in a faculty development session focused on EPAs.
Faculty observed simulated patient encounters to practice estimating learner readiness for entrustment.
Facilitated debrief sessions discussed assessment variations, and attitudes/confidence were measured post-session and at 6 months.

Main Results:

Faculty successfully utilized the EPA framework for assessing learner readiness.
Significant improvements in faculty attitudes and confidence across knowledge, skill, and behavior domains were sustained at 6 months.
Simulated observation and debriefing effectively prepared faculty for CBME and EPA implementation.

Conclusions:

The described faculty development activity successfully prepared faculty for competency-based medical education and EPA implementation.
Direct observation of simulated encounters and facilitated debriefs are effective strategies for enhancing faculty competence and confidence.