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By Max Anderson I am an Instructional Designer in Undergraduate Medical Education at UIC College of Medicine.
David L Coleman, Richard M Wardrop, Wendy S Levinson, Mark L Zeidel, Polly E Parsons
Academic clinical departments have the opportunity and responsibility to improve the quality and value of care and patient safety by supporting effective quality improvement activities. The pressure to provide high-value care while further developing academic programs has increased the complexity of decision making and change management in academic health systems. Overcoming these challenges will require faculty engagement and leadership; however, most academic departments do not have a sufficient number of individuals with expertise and experience in quality improvement and patient safety (QI/PS)...
January 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Carol Carraccio, Robert Englander, Joseph Gilhooly, Richard Mink, Dena Hofkosh, Michael A Barone, Eric S Holmboe
The transition to competency-based medical education (CBME) and adoption of the foundational domains of competence by the Accreditation Council for Graduate Medical Education, Association of American Medical Colleges (AAMC), and American Board of Medical Specialties' certification and maintenance of certification (MOC) programs provided an unprecedented opportunity for the pediatrics community to create a model of learning and assessment across the continuum. Two frameworks for assessment in CBME have been promoted: (1) entrustable professional activities (EPAs) and (2) milestones that define a developmental trajectory for individual competencies...
March 2017: Academic Medicine: Journal of the Association of American Medical Colleges
Karen Schultz, Jane Griffiths, Miriam Lacasse
Assessing entrustable professional activities (EPAs), or carefully chosen units of work that define a profession and are entrusted to a resident to complete unsupervised once she or he has obtained adequate competence, is a novel and innovative approach to competency-based assessment (CBA). What is currently not well described in the literature is the application of EPAs within a CBA system. In this article, the authors describe the development of 35 EPAs for a Canadian family medicine residency program, including the work by an expert panel of family physician and medical education experts from four universities in three Canadian provinces to identify the relevant EPAs for family medicine in nine curriculum domains...
July 2015: Academic Medicine: Journal of the Association of American Medical Colleges
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