Linsenmeyer M, Wimsatt L, Speicher M, Powers J, Miller S, Katsaros E. Assessment Considerations for Core Entrustable Professional Activities for Entering Residency. J Am Osteopath Assoc 2018;118(4):243–251. doi: 10.7556/jaoa.2018.049.
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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.
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.
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.
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.
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.
a The UME levels were proposed by Chen et al,4 whereas the scales for GME and beyond are currently used in evaluating learners.
Abbreviations: EPA, entrustable professional activity; GME, graduate medical education; UME, undergraduate medical education.
Source: Reproduced with permission from the Association for Medical Education in Europe. Modified from ten Cate O, Chen HC, Hoff RG, Peters H, Bok H, van der Schaaf M. Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99. Med Teach. 2015;37(11):983-1002. doi:10.3109/0142159X.2015.1060308
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