Using entrustable professional activities to better prepare students for their postgraduate medical training: A medical student’s perspective

Perspectives on Medical Education

article

Kuehl, Sarah E.¹  Spicer, Jennifer O.² 

[1] Emory University School of Medicine and Goizueta Business School;J. Willis Hurst Internal Medicine Residency Program, Division of Infectious Diseases, Department of Medicine, Emory University School of Medicine

关键词: Entrustable professional activity (EPA);    Medical student;    Competency-based medical education;    Undergraduate medical education;   

DOI  :  10.1007/s40037-022-00731-x

学科分类：医学（综合）

来源: Bohn Stafleu van Loghum B.V.

【 摘 要 】

The problem Medical students graduate underprepared for postgraduate medical training despite yearsof classroom and clinical training. In this article,a medical student shares her personal perspectiveson three factors contributing to this problem in undergraduate medical education: students’ peripheralroles in the clinical environment impede learning,students receive inadequate feedback, and assessments do not measure desired learning outcomes.A solution The authors describe how using entrustable professional activities (EPAs) could addressthese issues and promote students’ clinical engagement by clarifying their roles, providing them withfrequent and actionable feedback, and aligning theirassessments with authentic work. These factors combined with grading schemes rewarding improvementcould contribute to a growth mindset that reprioritizes clinical skill acquisition. The authors explorehow medical schools have begun implementing theEPA framework, highlight insights from these efforts,and describe barriers that must be addressed.The future Incorporating EPAs into medical schoolcurricula could better prepare students for postgraduate training while also alleviating issues that contribute to student burnout by defining students’ roles,improving feedback, and aligning assessments withdesired learning outcomes.

【 授权许可】

CC BY