Revisiting the Core Entrustable Professional Activities for Entering Residency

Amiel, Jonathan M.; Andriole, Dorothy A.; Biskobing, Diane M.; Brown, David R.; Cutrer, William B.; Emery, Matthew T.; Mejicano, George C.; Ryan, Michael S.; Swails, Jennifer L.; Wagner, Dianne P.

doi:10.1097/acm.0000000000004088

Cited by 107Innovations in Medical EducationMedical Education and AdmissionsHealth and Medical Education

Revisiting the Core Entrustable Professional Activities for Entering Residency

Amiel, Jonathan M., Andriole, Dorothy A., Biskobing, Diane M., Brown, David R., Cutrer, William B., Emery, Matthew T., Mejicano, George C., Ryan, Michael S., Swails, Jennifer L., Wagner, Dianne P.·2021·Academic Medicine

DOI 10.1097/acm.0000000000004088

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Abstract

The Core EPAs for Entering Residency Pilot project aimed to test the feasibility of implementing 13 entrustable professional activities (EPAs) at 10 U.S. medical schools and to gauge whether the use of the Core EPAs could improve graduates’ performance early in residency. In this manuscript, the authors (members of the pilot institutions and Association of American Medical Colleges staff supporting the project evaluation) describe the schools’ capacity to collect multimodal evidence about their students’ performance in each of the Core EPAs and the ability of faculty committees to use those data to make decisions regarding learners’ readiness for entrustment. In reviewing data for each of the Core EPAs, the authors reflected on how each activity performed as an EPA informed by how well it could be assessed and entrusted. For EPAs that did not perform well, the authors examined whether there are underlying practical and/or theoretical issues limiting its utility as a measure of student performance in medical school.

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In the US medical schools studied in the AAMC Core EPAs Pilot Implementation Program, not all EPAs are taught and assessed with equal success.
“Results from the AAMC’s Core EPAs Pilot Implementation Program found that in the US medical schools studied, not all EPAs are taught and assessed with equal success [17].”
From Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence (2023) · cites this paper as [17]
The Advanced EPAs (3, 4, 8) were noted to be somewhat difficult to measure because of sparse integration with existing UME curricula across participating institutions.
“This group was noted to be somewhat difficult to measure because of their sparse integration with the existing UME curricula across the participating institutions.”
From Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence (2023) · cites this paper as [17]
The AAMC's 13 core EPAs have been implemented with varying levels of success across medical schools.
“The AAMC’s 13 core EPAs for entering residencies have been implemented with varying levels of success across medical schools.”
From Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence (2023) · cites this paper as [17]
EPAs 3, 4, and 8 were titled "Advanced" and were felt to be most prominently represented in senior UME curricula.
“The second grouping of EPAs 3, 4, and 8 was titled “Advanced,” and it was felt to be the most prominently represented in senior UME curricula.”
From Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence (2023) · cites this paper as [17]
The pilot team suggested a fourth "Emerging" cluster of EPAs (such as telemedicine) not originally included in the AAMC's list but increasingly important to the medical student role.
“The pilot team also suggested the existence of a fourth “Emerging” cluster of EPAs (such as telemedicine) that are not originally included in the AAMC’s list but nevertheless becoming increasingly more important to the medical student role.”
From Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence (2023) · cites this paper as [17]

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Additional file 3 of Identifying primary care clinicians’ preferences for, barriers to, and facilitators of information-seeking in clinical practice in Singapore: a qualitative study
Lee, M. M., Tang, W. E., Smith, H. E., & Car, L. T. (2024) · Figshare · doi:10.6084/m9.figshare.26722584
Additional file 4 of Identifying primary care clinicians’ preferences for, barriers to, and facilitators of information-seeking in clinical practice in Singapore: a qualitative study
Lee, M. M., Tang, W. E., Smith, H. E., & Car, L. T. (2024) · Figshare · doi:10.6084/m9.figshare.26722587
Additional file 2 of Identifying primary care clinicians’ preferences for, barriers to, and facilitators of information-seeking in clinical practice in Singapore: a qualitative study
Lee, M. M., Tang, W. E., Smith, H. E., & Car, L. T. (2024) · Figshare · doi:10.6084/m9.figshare.25854688
Additional file 1 of Identifying primary care clinicians’ preferences for, barriers to, and facilitators of information-seeking in clinical practice in Singapore: a qualitative study
Lee, M. M., Tang, W. E., Smith, H. E., & Car, L. T. (2024) · Figshare · doi:10.6084/m9.figshare.25854643
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Authors: Amiel, J. M., Andriole, D. A., Biskobing, D. M., Brown, D. R., Cutrer, W. B., Emery, M. T., Mejicano, G. C., Ryan, M. S., Swails, J. L., & Wagner, D. P.
Affiliations: Columbia University (US)
Association of American Medical Colleges (US)
Virginia Commonwealth University (US)
Florida International University (US)
Vanderbilt University (US)
Michigan State University (US)
Oregon Health & Science University (US)
The University of Texas Health Science Center at Houston (US)
Corresponding author: Amiel, Jonathan M.
ORCID: Amiel, Jonathan M.
Andriole, Dorothy A.
Biskobing, Diane M.
Brown, David R.
Cutrer, William B.
Emery, Matthew T.
Ryan, Michael S.
Swails, Jennifer L.
Venue: Academic Medicine
Publisher: Oxford University Press (OUP)
Published: 2021-06-30
Volume: 96
Issue: 7S
Pages: S14-S21
ISSN: 1040-2446 (ISSN-L)
DOI: 10.1097/acm.0000000000004088
OpenAlex: W3175333387
Cited by: 107
References: 21
Citations by year: 2026: 9 · 2025: 17 · 2024: 17 · 2023: 11 · 2022: 19 · 2021: 10 · 2020: 9 · 2019: 6 · 2017: 5 · 2016: 1 · 2015: 2 · 2014: 1
FWCI: 12.33
Type: journal article
Language: en
Open access: closed
Locations: Academic Medicine (publishedVersion)
PubMed (publishedVersion)
Topics: Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Medical Education and Admissions
Health Sciences › Health Professions › General Health Professions › Health and Medical Education
Keywords: entrustable professional activities, residency training, medical education assessment, multimodal assessment, entrustment, graduate medical education, faculty decision-making, pilot program evaluation
MeSH terms: Implementation Science, Clinical Competence, Competency-Based Education, Cooperative Behavior, Diagnosis, Differential, Documentation, Education, Medical, Undergraduate, Humans, Informed Consent, Internship and Residency, Interprofessional Relations, Medical History Taking, Physical Examination, Pilot Projects, Safety Management, Evidence-Based Medicine, Patient Safety, Patient Handoff

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