Implementation of a Workplace-Based Assessment to Measure Performance of the Core Entrustable Professional Activities in the Pediatric Clerkship

Authors

Clifton Lee, VCU

First Author Information

Clifton C. Lee, M.D., Department of Pediatrics, Children’s Hospital of Richmond at VCU, VCU School of Medicine

Additional Author(s) Information

Victoria Rodgers, VCU School of Medicine

Jaya Tripathi, VCU School of Medicine

Marieka Helou, M.D., Department of Pediatrics, Children’s Hospital of Richmond at VCU

Michael S. Ryan, M.D., MEHP, Department of Pediatrics, Children’s Hospital of Richmond at VCU

1Virginia Commonwealth University School of Medicine, Richmond, VA; 2Department of Pediatrics, Children’s Hospital of Richmond at VCU, Richmond, VA

Presentation Format

Poster

Type of Activity

Research

Original Presentation Date

2019

Date of Submission

March 2019

Abstract/Short Description

Background: In 2013, the AAMC convened a panel of medical education experts to delineate the 13 Core Entrustable Professional Activities (Core EPAs) medical school graduates should be able to perform without direct supervision by day one of their residency. 1 Assessment of these EPAs requires direct observation to render entrustment decisions. 2 As part of our engagement in the AAMC Core EPA pilot,3 we created a workplace-based assessment (WBA) system to assist in measurement of student performance for the Core EPAs at the Virginia Commonwealth University School of Medicine.

For the Pediatrics clerkship, we identified 6 Core EPAs to assess for all students during the 2018-2019 academic year:

-Core EPA 1 (history and physical exam) -Core EPA 2 (prioritize a differential diagnosis) -Core EPA 3 (recommend and interpret common diagnostic and screening tests) -Core EPA 5 (document clinical encounter in patient record) -Core EPA 6 (provide an oral presentation of a clinical encounter) -Core EPA 9 (collaborate as a team member of an interprofessional team).

References

1.Englander R, Flynn T, Call S, et al. Toward defining the foundation of the MD degree: Core entrustable professional activities for entering residency. Acad Med. 2016; 91: 1352-1358. 2.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. 3.Association of American Medical Colleges. Core EPA pilot participants. Available from: https://www.aamc.org/initiatives/coreepas/pilotparticipants/. Accessed: December 20, 2018. 4.Rekman J, Gofton W, Dudek N, et al. Entrustability scales: Outlining their usefulness for competency-based clinical assessment. Acad Med. 2016; 91: 186-190. 5.Halman S, Rekman J, Wood T, et al. Avoid reinventing the wheel: implementation of the Ottawa Clinic Assessment Tool (OCAT) in Internal Medicine. BMC Med Educ. 2018; 19: 218.

Rights

© The Author(s)

Is Part Of

VCU Medical Education Symposium