Quantification of Entrustable Professional Activities to Evaluate Insight in Learning Progress, A literature Review

Akram Alsahafi,Micheál Newell,Thomas Kropmans

doi:10.15694/mep.2021.000100.1

Abstract

MedEdPublish (ISSN 2312–7996) is a highly visible, open access, specialist practitioner e-journal that enables academics, teachers, clinicians, researchers and students to publish their experiences, views and research findings relating to teaching, learning and assessment in medical and health professions education. An innovative and key feature of MedEdPublish is that the peer review process begins following publication.

Highlights

Competency-Based Medical Education [CBME] is a teaching framework focussing on learning outcomes explained in a competency framework, and the trainees will reach their learning goals by consuming the time needed to achieve this goal (Ten Cate and Scheele, 2007)
The search strategy included the following text keywords: "entrustable professional activities", "observable practice activities", "proficiency level", "measurement" OR, "progress", AND "unit of performance." We engaged a librarian from the National University of Ireland, Galway (NUIG), and recognised data expert to guide our search strategy
A systematic literature review was performed to compare methods describing the quantification of EPA processes/algorithms

Summary

Introduction

Competency-Based Medical Education [CBME] is a teaching framework focussing on learning outcomes explained in a competency framework, and the trainees will reach their learning goals by consuming the time needed to achieve this goal (Ten Cate and Scheele, 2007). The evolution of patients’ and populations’ expectations has sparked the need for improvement in educational outcome to reach better clinical care and an upgraded educational programme (Caverzagie et al, 2017). Whereas core clinical skills in each of the medical specialties are concrete, can be described, and should be reproducible for any undergraduate or postgraduate trainee in an independent manner without supervision (Ten Cate and Scheele, 2007; Beeson et al, 2014). Entrustable Professional Activities [EPAs] is a proposed framework for the improvement of Competency-Based Medical Education [CBME]. This work performs a systematic literature review to compare various methods describing the quantification of EPA processes/algorithms

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Methods

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Discussion

Conclusion