How to define core entrustable professional activities for entry into residency?
Abstract Background Institutions considering to employ core Entrustable Professional Activities (EPAs) for entry into postgraduate training as outcomes for their undergraduate medical programs can partly build on published examples, but also have to undergo their own content validation process to ta...
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| Format: | Article |
| Language: | English |
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BMC
2018-05-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | http://link.springer.com/article/10.1186/s12909-018-1159-5 |
| _version_ | 1818160061485154304 |
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| author | Ylva Holzhausen Asja Maaz Anna Renz Josefin Bosch Harm Peters |
| author_facet | Ylva Holzhausen Asja Maaz Anna Renz Josefin Bosch Harm Peters |
| author_sort | Ylva Holzhausen |
| collection | DOAJ |
| description | Abstract Background Institutions considering to employ core Entrustable Professional Activities (EPAs) for entry into postgraduate training as outcomes for their undergraduate medical programs can partly build on published examples, but also have to undergo their own content validation process to take their specific context into consideration. This process involves several challenges and is not well-described in the literature. Here, we report in detail on a systematic, literature-based approach we recently utilised at our institution to define core EPAs for entry into residency. Main body Central to the process was a modified Delphi consent procedure. It involved a multistep interaction between a writing team and a multidisciplinary panel of experienced physicians. Panel members provided both quantitative ratings and qualitative feedback on the EPA categories title, specification/limitations, conditions and implications of entrustment decision, knowledge, skills, and attitude. Consent was achieved when a Content Validity Index (CVI) of ≥80% was reached. The writing team adjusted the EPA category descriptions on the basis of panel members´ ratings and comments, and specified the EPA categories’ link to competencies and assessment sources. This process produced a description and definition of a full set of core EPAs for entry into residency adapted to our context. Conclusions This process description for locally adapted core EPAs for entry into residency may support and guide other medical schools in the development and implementation of EPAs into their programs. |
| first_indexed | 2024-12-11T15:55:53Z |
| format | Article |
| id | doaj.art-dd93242ff74b4d0aac856c75ce8664c0 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-12-11T15:55:53Z |
| publishDate | 2018-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-dd93242ff74b4d0aac856c75ce8664c02022-12-22T00:59:26ZengBMCBMC Medical Education1472-69202018-05-011811410.1186/s12909-018-1159-5How to define core entrustable professional activities for entry into residency?Ylva Holzhausen0Asja Maaz1Anna Renz2Josefin Bosch3Harm Peters4Dieter Scheffner Center for Medical Education and Educational Research, Dean’s Office for Student Affairs, PDL, Charité – Universitätsmedizin BerlinDieter Scheffner Center for Medical Education and Educational Research, Dean’s Office for Student Affairs, PDL, Charité – Universitätsmedizin BerlinDieter Scheffner Center for Medical Education and Educational Research, Dean’s Office for Student Affairs, PDL, Charité – Universitätsmedizin BerlinDieter Scheffner Center for Medical Education and Educational Research, Dean’s Office for Student Affairs, PDL, Charité – Universitätsmedizin BerlinDieter Scheffner Center for Medical Education and Educational Research, Dean’s Office for Student Affairs, PDL, Charité – Universitätsmedizin BerlinAbstract Background Institutions considering to employ core Entrustable Professional Activities (EPAs) for entry into postgraduate training as outcomes for their undergraduate medical programs can partly build on published examples, but also have to undergo their own content validation process to take their specific context into consideration. This process involves several challenges and is not well-described in the literature. Here, we report in detail on a systematic, literature-based approach we recently utilised at our institution to define core EPAs for entry into residency. Main body Central to the process was a modified Delphi consent procedure. It involved a multistep interaction between a writing team and a multidisciplinary panel of experienced physicians. Panel members provided both quantitative ratings and qualitative feedback on the EPA categories title, specification/limitations, conditions and implications of entrustment decision, knowledge, skills, and attitude. Consent was achieved when a Content Validity Index (CVI) of ≥80% was reached. The writing team adjusted the EPA category descriptions on the basis of panel members´ ratings and comments, and specified the EPA categories’ link to competencies and assessment sources. This process produced a description and definition of a full set of core EPAs for entry into residency adapted to our context. Conclusions This process description for locally adapted core EPAs for entry into residency may support and guide other medical schools in the development and implementation of EPAs into their programs.http://link.springer.com/article/10.1186/s12909-018-1159-5Entrustable Professional ActivitiesCurriculum developmentUndergraduate medical educationConsensus methods |
| spellingShingle | Ylva Holzhausen Asja Maaz Anna Renz Josefin Bosch Harm Peters How to define core entrustable professional activities for entry into residency? BMC Medical Education Entrustable Professional Activities Curriculum development Undergraduate medical education Consensus methods |
| title | How to define core entrustable professional activities for entry into residency? |
| title_full | How to define core entrustable professional activities for entry into residency? |
| title_fullStr | How to define core entrustable professional activities for entry into residency? |
| title_full_unstemmed | How to define core entrustable professional activities for entry into residency? |
| title_short | How to define core entrustable professional activities for entry into residency? |
| title_sort | how to define core entrustable professional activities for entry into residency |
| topic | Entrustable Professional Activities Curriculum development Undergraduate medical education Consensus methods |
| url | http://link.springer.com/article/10.1186/s12909-018-1159-5 |
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