JAOA/AACOM Medical Education  |   November 2017
Entrustable Professional Activities for Entering Residency: Establishing Common Osteopathic Performance Standards in the Transition From Medical School to Residency
Author Notes
  • From the Department of Geriatrics and Gerontology at the Rowan University School of Osteopathic Medicine in Stratford, New Jersey (Dr Basehore); the Department of Medical Education at the American Association of Colleges of Osteopathic Medicine in Bethesda, Maryland (Dr Mortensen); the Department of Internal Medicine at the Western University of Health Sciences College of Osteopathic Medicine of the Pacific in Pomona, California (Dr Katsaros); the West Virginia School of Osteopathic Medicine in Lewisburg (Dr Linsenmeyer); the Department of Medical Education at the William Carey University College of Osteopathic Medicine in Hattiesburg, Mississippi (Dr McClain); the Department of Emergency Medicine at the A.T. Still University Kirksville College of Osteopathic Medicine in Missouri (Dr Sexton); and the Department of Emergency Medicine at the Ohio University Heritage College of Osteopathic Medicine in Athens (Dr Wadsworth). 
  • Disclaimer: Dr McClain, a JAOA associate editor, was not involved in the editorial review or decision to publish this article. 
  • Financial Disclosures: None reported. 
  • Support: None reported. 
  •  *Address correspondence to Pamela Basehore, EdD, MPH, Rowan University School of Osteopathic Medicine, 40 E Laurel Rd, Ste 238, PO Box 1011, Stratford, NJ 08084-1350. E-mail: basehore@rowan.edu
     
Article Information
Medical Education / Graduate Medical Education
JAOA/AACOM Medical Education   |   November 2017
Entrustable Professional Activities for Entering Residency: Establishing Common Osteopathic Performance Standards in the Transition From Medical School to Residency
The Journal of the American Osteopathic Association, November 2017, Vol. 117, 712-718. doi:10.7556/jaoa.2017.137
The Journal of the American Osteopathic Association, November 2017, Vol. 117, 712-718. doi:10.7556/jaoa.2017.137
Abstract

Entrustable professional activities (EPAs) are measurable units of observable professional practice that can be entrusted to an unsupervised trainee. They were first introduced as a method of operationalizing competency-based medical education in graduate medical education. The American Association of Medical Colleges subsequently used EPAs to establish the core skills that medical students must be able to perform before they enter residency training. A recently published guide provides descriptions, guidelines, and rationale for implementing and assessing the core EPAs from an osteopathic approach. These osteopathically informed EPAs can allow schools to more appropriately assess a learner's whole-person approach to a patient, in alignment with the philosophy of the profession. As the single accreditation system for graduate medical education moves forward, it will be critical to integrate EPAs into osteopathic medical education to demonstrate entrustment of medical school graduates. The authors describe the collaborative process used to establish the osteopathic considerations added to EPAs and explores the challenges and opportunities for undergraduate osteopathic medical education.

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