JAOA/AACOM Medical Education  |   April 2018
Assessment Considerations for Core Entrustable Professional Activities for Entering Residency
Author Notes
  • From the West Virginia School of Osteopathic Medicine in Lewisburg (Dr Linsenmeyer); Des Moines University College of Osteopathic Medicine in Iowa (Dr Wimsatt); Midwestern University Arizona College of Osteopathic Medicine in Glendale (Dr Speicher); Campbell University School of Osteopathic Medicine in Lillington, North Carolina (Dr Powers); Alabama College of Osteopathic Medicine in Dothan (Dr Miller); Western University of the Health Sciences College of Osteopathic Medicine of the Pacific in Pomona, California (Dr Katsaros). 
  • Financial Disclosures: None reported. 
  • Support: None reported. 
  •  *Address correspondence to Machelle Linsenmeyer, EdD, West Virginia School of Osteopathic Medicine, 400 Lee St N, Lewisburg, WV 24901-1274. Email: alinsenmeyer@osteo.wvsom.edu
     
Article Information
Medical Education / Graduate Medical Education / Curriculum
JAOA/AACOM Medical Education   |   April 2018
Assessment Considerations for Core Entrustable Professional Activities for Entering Residency
The Journal of the American Osteopathic Association, April 2018, Vol. 118, 243-251. doi:10.7556/jaoa.2018.049
The Journal of the American Osteopathic Association, April 2018, Vol. 118, 243-251. doi:10.7556/jaoa.2018.049
Abstract

Context: In the process of analyzing entrustable professional activities (EPAs) for use in medical education, ten Cate and others identified challenges, including the need for valid and reliable EPA assessment strategies.

Objective: To provide osteopathic medical schools with a database of assessment tools compiled from the literature to assist them with the development and implementation of robust, evidence-based assessment methods.

Methods: MEDLINE, ERIC, PubMed, and other relevant databases were searched using MeSH keywords for articles outlining robust, evidence-based assessment tools that could be used in designing assessments for EPAs 1 through 6.

Results: A total of 55 publications were included in content analysis and reporting. All but 2 of the assessment articles were conducted in an undergraduate or graduate medical education setting. The majority of the 55 articles related to assessment of competencies affiliated with EPA 2 (16 articles) and EPA 4 (15 articles). Four articles focused on EPA 3.

Conclusion: Osteopathic medical schools can use this database of assessment tools to support the development of EPA-specific assessment plans that match the unique context and needs of their institution.

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