TY - JOUR
T1 - Implementing an Entrustable Professional Activities Framework in Undergraduate Medical Education
T2 - Early Lessons from the AAMC Core Entrustable Professional Activities for Entering Residency Pilot
AU - Lomis, Kimberly
AU - Amiel, Jonathan M.
AU - Ryan, Michael S.
AU - Esposito, Karin
AU - Green, Michael
AU - Stagnaro-Green, Alex
AU - Bull, Janet
AU - Mejicano, George C.
N1 - Publisher Copyright:
© by the Association of American Medical Colleges. Unauthorized reproduction of this article is prohibited.
PY - 2017/6/1
Y1 - 2017/6/1
N2 - In 2014, the Association of American Medical Colleges (AAMC) published a list of 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs) that medical school graduates might be expected to perform, without direct supervision, on the first day of residency. Soon after, the AAMC commissioned a five-year pilot with 10 medical schools across the United States, seeking to implement the Core EPA framework to improve the transition from undergraduate to graduate medical education. In this article, the pilot team presents the organizational structure and early results of collaborative efforts to provide guidance to other institutions planning to implement the Core EPA framework. They describe the aims, timeline, and organization of the pilot as well as findings to date regarding the concepts of entrustment, assessment, curriculum development, and faculty development. On the basis of their experiences over the first two years of the pilot, the authors offer a set of guiding principles for institutions intending to implement the Core EPA framework. They also discuss the impact of the pilot, its limitations, and next steps, as well as how the pilot team is engaging the broader medical education community. They encourage ongoing communication across institutions to capitalize on the expertise of educators to tackle challenges related to the implementation of this novel approach and to generate common national standards for entrustment. The Core EPA pilot aims to better prepare medical school graduates for their professional duties at the beginning of residency with the ultimate goal of improving patient care.
AB - In 2014, the Association of American Medical Colleges (AAMC) published a list of 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs) that medical school graduates might be expected to perform, without direct supervision, on the first day of residency. Soon after, the AAMC commissioned a five-year pilot with 10 medical schools across the United States, seeking to implement the Core EPA framework to improve the transition from undergraduate to graduate medical education. In this article, the pilot team presents the organizational structure and early results of collaborative efforts to provide guidance to other institutions planning to implement the Core EPA framework. They describe the aims, timeline, and organization of the pilot as well as findings to date regarding the concepts of entrustment, assessment, curriculum development, and faculty development. On the basis of their experiences over the first two years of the pilot, the authors offer a set of guiding principles for institutions intending to implement the Core EPA framework. They also discuss the impact of the pilot, its limitations, and next steps, as well as how the pilot team is engaging the broader medical education community. They encourage ongoing communication across institutions to capitalize on the expertise of educators to tackle challenges related to the implementation of this novel approach and to generate common national standards for entrustment. The Core EPA pilot aims to better prepare medical school graduates for their professional duties at the beginning of residency with the ultimate goal of improving patient care.
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U2 - 10.1097/ACM.0000000000001543
DO - 10.1097/ACM.0000000000001543
M3 - Article
C2 - 28557937
AN - SCOPUS:85008386317
SN - 1040-2446
VL - 92
SP - 765
EP - 770
JO - Academic Medicine
JF - Academic Medicine
IS - 6
ER -