The DOI matches its Crossref record; 15 of the 15 references it cites were found in a registry or an index.
Time to Trust: Longitudinal Integrated Clerkships and Entrustable Professional Activities
Abstract
Medical education shaped by the learning sciences can better serve medical students, residents, faculty, health care institutions, and patients. With increasing innovation in undergraduate and graduate medical education and more focused attention on educational principles and how people learn, this era of educational transformation offers promise. Principles manifest in "educational continuity" are informing changes in educational structures and venues and are enriching new discourse in educational pedagogy, assessment, and scholarship. The articles by Myhre and colleagues and Woloschuk and colleagues in this issue, along with mounting evidence preceding these works, should reassure that principle-driven innovation in medical education is not only possible but can be achieved safely. In this commentary, the authors draw from these works and the wider literature on longitudinal integrated educational design. They suggest that the confluences of movements for longitudinal integrated clerkships and entrustable professional activities open new possibilities for other educational and practice advancements in quality and safety. With the advent of competency-based education, explicit milestones, and improved assessment regimens, overseers will increasingly evaluate students, trainees, and other learners on their ability rather than relying solely on time spent in an activity. The authors suggest that, for such oversight to have the most value, assessors and learners need adequate oversight time, and redesign of educational models will serve this operational imperative. As education leaders are reassessing old medical school and training models, rotational blocks, and other barriers to progress, the authors explore the dynamic interplay between longitudinal integrated learning models and entrustment.
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“Collectively, these activities are best achieved through longitudinal relationships with faculty who assimilate various sources of information (e.g., direct observation, multisource feedback) and provide customized appraisal and feedback, facilitating an exploration to identify improvement areas [13–20].”
Citations
Cites
Entrustability of professional activities and competency‐based training
ten Cate, O. (2005) · Medical Education · doi:10.1111/j.1365-2929.2005.02341.x · Cited by 1,238
“Continuity” as an Organizing Principle for Clinical Education Reform
Hirsh, D. A., Ogur, B., Thibault, G. E., & Cox, M. (2007) · New England Journal of Medicine · doi:10.1056/nejmsb061660 · Cited by 540
Self-citationQuality by design : a clinical microsystems approach
Nelson, E. C., Batalden, P. B., & Godfrey, M. M. (2007) · Jossey-Bass eBooks · Cited by 328
Ericsson, K. A. (2007) · Medical Education · doi:10.1111/j.1365-2923.2007.02946.x · Cited by 271
Educational Outcomes of the Harvard Medical School–Cambridge Integrated Clerkship
Hirsh, D. A., Gaufberg, E. H., Ogur, B., Cohen, P. A., Krupat, E., Cox, M., Pelletier, S. R., & Bor, D. H. (2012) · Academic Medicine · doi:10.1097/acm.0b013e31824d9821 · Cited by 226
Self-citationPatient–Physician Connectedness and Quality of Primary Care
Atlas, S. J., Grant, R. W., Ferris, T. G., Chang, Y., & Barry, M. J. (2009) · Annals of Internal Medicine · doi:10.7326/0003-4819-150-5-200903030-00008 · Cited by 196
The rotational approach to medical education: time to confront our assumptions?
Holmboe, E., Ginsburg, S., & Bernabeo, E. (2011) · Medical Education · doi:10.1111/j.1365-2923.2010.03847.x · Cited by 154
Self-citationBernabeo, E. C., Holtman, M. C., Ginsburg, S., Rosenbaum, J. R., & Holmboe, E. S. (2011) · Academic Medicine · doi:10.1097/acm.0b013e318212c2c9 · Cited by 152
Self-citationChang, A., Bowen, J. L., Buranosky, R. A., Frankel, R. M., Ghosh, N., Rosenblum, M. J., Thompson, S. A. J., & Green, M. L. (2012) · Journal of General Internal Medicine · doi:10.1007/s11606-012-2193-3 · Cited by 122
Using entrustable professional activities to guide curriculum development in psychiatry training
Boyce, P. M., Spratt, C., Davies, M., et al. (2011) · BMC Medical Education · doi:10.1186/1472-6920-11-96 · Cited by 117
Research works printed but not linked: 1
- Kerr, 2011, Can Fam Physician, 57, 1355
Cited by
Sorted by citations
Entrustment Decision Making in Clinical Training
ten Cate, O., Hart, D., Ankel, F., Busari, J., Englander, R., Glasgow, N., Holmboe, E., Iobst, W., Lovell, E., Snell, L. S., et al. (2016) · Academic Medicine · doi:10.1097/acm.0000000000001044 · Cited by 478
Self-citationImplementation of competency‐based medical education: are we addressing the concerns and challenges?
Hawkins, R. E., Welcher, C. M., Holmboe, E. S., Kirk, L. M., Norcini, J. J., Simons, K. B., & Skochelak, S. E. (2015) · Medical Education · doi:10.1111/medu.12831 · Cited by 409
Self-citationGonzalo, J. D., Wolpaw, D. R., Krok, K. L., Pfeiffer, M. P., & McCall-Hosenfeld, J. S. (2019) · Medical Education Online · doi:10.1080/10872981.2019.1591256 · Cited by 39
Metadata
- Authors
- Hirsh, D. A., Holmboe, E. S., & ten Cate, O.
- Affiliations
- Cambridge Health Alliance (US)
- Corresponding author
- Hirsh, David A.
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2014-02
- Volume
- 89
- Issue
- 2
- Pages
- 201-204
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W2312402975
- Cited by
- 147
- References
- 15
- Citations by year
- 2026: 7 · 2025: 8 · 2024: 10 · 2023: 10 · 2022: 7 · 2021: 15 · 2020: 16 · 2019: 21 · 2018: 17 · 2017: 12 · 2016: 7 · 2015: 12 · 2014: 3
- FWCI
- 7.84
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Health Sciences › Nursing › Leadership and Management › Hospital Admissions and Outcomes
- Keywords
- longitudinal integrated clerkship, entrustable professional activities, competency-based medical education, educational continuity, learning sciences, medical education reform, trainee assessment
- MeSH terms
- Clinical Clerkship, Clinical Competence, Education, Medical, Undergraduate, Educational Measurement, Family Practice, Female, Humans, Internship and Residency, Male
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