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Revisiting the Core Entrustable Professional Activities for Entering Residency
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 citing paper
“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]
In the citing paper
“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]
In the citing paper
“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]
In the citing paper
“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]
In the citing paper
“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]
In the citing paper
“The third cluster, identified as “Aspirational” (EPAs 10-13), appears to be absent or underdeveloped in most of the participating schools’ UME curricula [17].”
From Reimagining Core Entrustable Professional Activities for Undergraduate Medical Education in the Era of Artificial Intelligence (2023) · cites this paper as [17]
In the citing paper
“Among the 13 EPAs, the pilot group identified 6 EPAs (EPAs 1, 2, 5, 6, 7, and 9) that are taught consistently and assessed efficiently within the existing curricula of participating schools. They titled this group the “Core of the Core.””
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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Metadata
- 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
- Venue
- Academic Medicine
- Publisher
- Oxford University Press (OUP)
- Published
- 2021-06-30
- Volume
- 96
- Issue
- 7S
- Pages
- S14-S21
- ISSN
- 1040-2446 (ISSN-L)
- OpenAlex
- W3175333387
- Cited by
- 107
- References
- 21
- Citations by year
- 2026: 9 · 2025: 17 · 2024: 17 · 2023: 11 · 2022: 19 · 2021: 10
- FWCI
- 12.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Academic Medicine (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › 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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