| Summary: | Indonesia has implemented Competency-Based Education (CBE) since 2006 based
on a national standard for physician competencies. This study aimed to develop
Core Entrustable Professional Activities (EPAs) for Indonesian undergraduate medical
programs to remedy the challenge of translating competencies into professional
activities in CBE. Two rounds of modified Delphi were employed in October
November 2022. The research subjects selected were (i) experts in medicine such
as internal medicine, surgery, medical education, etc., and (ii) medical teachers in
the preclinical/clinical stage for two years or more. Fifteen experts were involved in
both Delphi rounds. The first Delphi instrument referring to literature frameworks
included 34 professional activities for individual healthcare tasks and 17 for family
community medicine/public health. The second Delphi instruments used were
based on the first-round results. After the first Delphi, 31 individual healthcare
tasks and all family-community medicine/public health tasks reached a consensus.
One expert suggested two additional family-community medicine/public health
activities. The second Delphi instrument listed the percentage of agreement for
individual healthcare tasks and family-community medicine/public health tasks,
including the two additional activities. After the second-round of Delphi, two
individual healthcare tasks and one family-community medicine/public health task
had not reached a consensus However, 94.7% of activities were still acceptable
as Core EPAs in family-community medicine and public health services. In
conclusion, developing EPAs for undergraduate medical programs using two
rounds of the Delphi method resulted in 32 individual medical service activities
and 18 family medicine-community/public health tasks. These core EPAs were
expected to facilitate the translation of competencies into professional activities.
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