Abstract
The American Academy of Medical Colleges (AAMC) has tasked medical schools with instituting entrustable professional activities (EPAs) as a measureable strategy to relate competencies to clinical practice. Challenges may be foreseen in systematically and directly observing EPA-based skills. We describe a formative EPA exercise undertaken by fourth year medical students employing high fidelity simulators (HFS), standardized patients (SPs), and task trainers. Objectives included providing students with practice and assessment of a subset of EPAs to improve proficiency and confidence, allowing students to self-identify areas of strength and relative weakness, and gaining institutional experience in assessing EPAs in a standardized fashion.
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