Abstract
Entrustable professional activities (EPAs) are continuously gaining worldwide popularity in competency-based clinical training programmes. EPAs are discrete units of professional practice that are used to determine the readiness of a trainee in a particular training context. Despite their evergrowing recognition in health professions education, some critical misconceptions exist on the original nuance of EPAs that can potentially compromise their utility and operationalisation. For instance, EPAs are often confused with other educational entities such as competencies, outcomes and abilities. In this study, we attempt to address some common myths associated with EPAs and provide further clarification through examples to help readers differentiate between a true and a pseudo EPAs.
Highlights
In 2005, ten Cate introduced the concept of entrustable professional activities (EPAs) to the health professions education community [1]
A salient reason for the popularity of EPAs in clinical training programmes is their ability to translate competencies into practice, filling the longstanding void in competencybased medical education (CBME) [5]. Despite their ever-growing recognition in health professions education, some critical misconceptions exist on the original nuance of EPAs that can potentially compromise their utility and operationalisation
We aim to address some common myths and provide further clarification through examples so that the researchers, programme directors and general readers can comprehend their actual concept
Summary
In 2005, ten Cate introduced the concept of entrustable professional activities (EPAs) to the health professions education community [1]. A salient reason for the popularity of EPAs in clinical training programmes is their ability to translate competencies into practice, filling the longstanding void in competencybased medical education (CBME) [5]. Despite their ever-growing recognition in health professions education, some critical misconceptions exist on the original nuance of EPAs that can potentially compromise their utility and operationalisation. These misunderstandings might confuse those who wish to use EPAs to structure clinical training programmes in the future.
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