Health Sciences Education Symposium
Presentation Format
Poster
Type of Activity
Research
Original Presentation Date
2019
Date of Submission
March 2019
Abstract/Short Description
Purpose:
Optimal implementation of Entrustable Professional Activities (EPA)-based curriculum requires direct observation using workplace-based assessments (WBA) coupled with a longitudinal coaching relationship between learners and faculty. Students should be engaged and considered an active participant in the entrustment decision. As part of our engagement with the AAMC Core EPA pilot, we implemented both a WBA using the Otawa Clinic Assessment Tool (OCAT) and a coaching program for our medical students in 2018-2019. We measured the association between WBAs collected during the clinical clerkships and student self-assessment.
Coaches were selected from currently designated small group advisors and trained on the EPAs and the coaching conversation. Coaches and students were not assigned based upon specialty interest. Each coach worked with 8-10 students.
References
1.Lomis K, Amiel J, Ryan MS, et al. Implementing an entrustable professional activities framework in undergraduate medical education: Early lessons from the AAMC core entrustable professional activities for entering residency pilot. Acad Med. 2017; 92: 765-770.
2.ten Cate O, Chen HC, Hoff RG, et al. Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Med Teach. 2015; 37: 983-1002. 3.Brown DR, Warren JB, Hyderi A, et al. Finding a path to entrustment in undergraduate medical education: a progress report from the AAMC core entrustable professional activities for entering residency entrustment concept group. Acad Med. 2017; 92: 774-779. 4.Rekman J, Hamstra SJ, Dudek N, et al. A new instrument for assessing resident competence in surgical clinic: The Ottawa clinic assessment tool. J Surg Educ. 2016; 73: 575-82. 5.Barnsely L, Lyon PM, Ralston SJ, et al. Clinical skills in junior medical officers: a comparison of self-reported confidence and observed competence. Med Educ. 2004; 38:358-367.
6. Core entrustable professional activities for entering residency: Faculty and learners guide. (2014). Washington, D.C.: Association of American Medical Colleges (AAMC).
Rights
© The Author(s)
Is Part Of
VCU Medical Education Symposium
First Author Information
Lelia Brinegar, Ed.D., Curriculum Office, VCU School of Medicine