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The Participant-Reported Implementation Update and Score (PRIUS): A Novel Method for Capturing Implementation-Related Data Over Time
Published on: February 19, 2021
A Systematic Review Evaluating the Implementation of Entrustable Professional Activities in Family Medicine Programs
Kimera Tamzin Suthiram1, Mergan Naidoo
1Dr. Suthiram and Dr. Naidoo: Department of Family Medicine, School of Medicine, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa.
Summary
Entrustable Professional Activities (EPAs) can improve postgraduate Family Medicine training by clarifying expectations and enhancing feedback. Despite implementation challenges, EPAs offer a path for curriculum reform and quality assurance in medical education.
Area of Science:
- Medical Education
- Competency-Based Medical Education
- Family Medicine Training
Background:
- Entrustable Professional Activities (EPAs) are designed to bridge the gap between medical education and clinical practice.
- Global implementation of EPAs in postgraduate Family Medicine education is inconsistent.
- This review synthesizes international experiences with EPAs in Family Medicine.
Purpose of the Study:
- To examine international experiences with EPAs in postgraduate Family Medicine.
- To identify reported benefits, challenges, and lessons learned for curriculum development.
- To inform the effective implementation of EPAs in Family Medicine training.
Main Methods:
- Systematic review of studies published between 2004 and 2024.
- Data appraised using the Mixed Methods Appraisal Tool (MMAT) version 2018.
- Thematic synthesis guided by a program logic model.
Main Results:
- Eleven studies met inclusion criteria, revealing four key themes: EPA conceptualization, implementation strategies, Global North/South differences, and educational benefits/barriers.
- High methodological quality (MMAT 71%-100%) supported findings on contextually relevant EPA design and use of multiple assessment data points.
- Reported benefits include clearer expectations, improved assessment transparency, and enhanced feedback; challenges involve curriculum integration, faculty development, and institutional resistance.
Conclusions:
- EPAs show significant potential for advancing competency-based postgraduate training in Family Medicine.
- Effective EPA implementation requires careful curriculum integration and faculty support.
- EPAs can enhance quality assurance and provide practical guidance for curriculum reform.
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