Abstract
Entrustable Professional Activities (EPAs) has recently been the buzzword in medical education and in the realm of the healthcare professions. Medical professional bodies and medical educators worldwide envision the development of EPAs as a promising approach to overcome the difficulties in assessing their trainee’s competencies in a work-integrated learning (WIL) clinical environment. Albeit numerous research has been done on how EPAs can be used as a stopwatch type of competencies assessment method helping to ensure medical trainees are judged to be the best based on well-tested as well as agreed-upon meaningful standards, the prime and essential question of how best EPAs could drive students’ daily self-directed learning for their continuous professional development of expertise remains largely unanswered. Amid this leading-edge development in the competency-based medical education (CBME) along with the important role healthcare has to play in the 21st century’s global society, there is an increasing need to understand current processes of change and the impact this will have on preparing medical professionals and on healthcare in the coming future. With this endeavour in mind, this paper provides an update on the progress of this gradually establishing approach to competency-based medical education, identifies the essence of this emerging novel workplace-based assessment method in relations to a review of the contemporary competency-based medical education, and finally explores how Jesuit’s wisdom could be used in furthering EPAs’ potential impact on attainment of medical education’s mission.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Association of Faculties of Medicine of Canada: The future of medical education in Canada (FMEC): a collective vision for MD education. Association of Faculties of Medicine of Canada (AFMC) (2010)
Chen, C.A., Kotliar, D., Drolet, B.C.: Medical education in the United States: do residents feel prepared? Perspect. Med. Educ. 4(4), 181–185 (2015a)
Chen, H.C., van den Broek, W.S., Ten Cate, O.: The case for use of entrustable professional activities in undergraduate medical education. Acad. Med. 90(4), 431–436 (2015b)
Cooke, M., Irby, D.M., O’Brien, B.C.: Future Directions for Medical Education: Educating Physicians: Professional Formation and Insistence on Excellence. Jossey-Bass, San Francisco (2009)
Cooke, M., Irby, D.M., O’Brien, B.C.: Educating Physicians: A Call for Reform of Medical School and Residency, vol. 16. Wiley, Hoboken (2010)
Day, S.C., Grosso, L.J., Norcini, J.J., Blank, L.L., Swanson, D.B., Horne, M.H.: Residents’ perception of evaluation procedures used by their training program. J. Gen. Intern. Med. 5(5), 421–426 (1990)
El-Haddad, C., Damodaran, A., McNeil, H.P., Hu, W.: The ABCs of entrustable professional activities: an overview of ‘entrustable professional activities’ in medical education. Intern. Med. J. 46(9), 1006–1010 (2016)
Englander, R., Flynn, T., Call, S., Carraccio, C., Cleary, L., Fulton, T.B., Minter, R.M.: Toward defining the foundation of the MD degree: core entrustable professional activities for entering residency. Acad. Med. 91(10), 1352–1358 (2016)
Flexner, A., Pritchet, H., Henry, S.: Medical education in the United States and Canada bulletin number four (The Flexner Report). The Carnegie Foundation for the Advancement of Teaching, New York (1910)
Frank, J.R., Mungroo, R., Ahmad, Y., Wang, M., De Rossi, S., Horsley, T.: Toward a definition of competency-based education in medicine: a systematic review of published definitions. Med. Teach. 32(8), 631–637 (2010a)
Frank, J.R., Snell, L.S., Cate, O.T., Holmboe, E.S., Carraccio, C., Swing, S.R., Harden, R.M.: Competency-based medical education: theory to practice. Med. Teach. 32(8), 638–645 (2010b)
Govaerts, M.J.B., Van de Wiel, M.W., Schuwirth, L.W.T., Van der Vleuten, C.P.M., Muijtjens, A.M.M.: Workplace-based assessment: raters’ performance theories and constructs. Adv. Health Sci. Educ. 18(3), 375–396 (2013)
Govaerts, M.J., Van der Vleuten, C.P., Schuwirth, L.W., Muijtjens, A.M.: Broadening perspectives on clinical performance assessment: rethinking the nature of in-training assessment. Adv. Health Sci. Educ. 12(2), 239–260 (2007)
Hodges, B.D.: A tea-steeping or i-Doc model for medical education? Acad. Med. 85(9), S34–S44 (2010)
Irby, D.M., Cooke, M., O’brien, B.C.: Calls for reform of medical education by the carnegie foundation for the advancement of teaching: 1910 and 2010. Acad. Med. 85(2), 220–227 (2010)
Kogan, J.R., Holmboe, E.S., Hauer, K.E.: Tools for direct observation and assessment of clinical skills of medical trainees: a systematic review. JAMA 302(12), 1316–1326 (2009)
Kwan, J., Crampton, R., Mogensen, L.L., Weaver, R., van der Vleuten, C.P., Hu, W.C.: Bridging the gap: a five stage approach for developing specialty-specific entrustable professional activities. BMC Med. Educ. 16(1), 117 (2016)
Loyola University Health System - Mission & Ministry - Medical Education & Health Care in the Jesuit Tradition. Lumc.edu (2008). http://www.lumc.edu/depts/ministry/education.htm. Accessed 6 Dec 2017
McGaghie, W.C., Miller, G.E., Sajid, A.W., Telder, T.V.: Competency-Based Medical Education: Origins and Prospects: An Introduction. World Health Organisation, Geneva (1978)
McGaghie, W.C., Issenberg, S.B., Barsuk, J.H., Wayne, D.B.: A critical review of simulation‐based mastery learning with translational outcomes. Med. Educ. 48(4), 375–385 (2014)
Royal College of Physicians and Surgeons of Canada: Competence by Design (CBD): moving towards competency-based medical education (2014). http://www.royalcollege.ca/portal/page/portal/rc/resources/cbme
Takahashi, S.G., Waddell, A., Kennedy, M., Hodges, B.: Innovations, integration and implementation issues in competency-based education in postgraduate medical education. Memb. FMEC PG Consort. 33, 17–18 (2011)
Ten Cate, O., Scheele, F.: Competency-based postgraduate training: can we bridge the gap between theory and clinical practice? Acad. Med. 82(6), 542–547 (2007)
Ten Cate, O., Billett, S.: Competency‐based medical education: origins, perspectives and potentialities. Med. Educ. 48(3), 325–332 (2014)
Ten Cate, O., Chen, H.C., Hoff, R.G., Peters, H., Bok, H., van der Schaaf, M.: Curriculum development for the workplace using entrustable professional activities (EPAs): AMEE guide no. 99. Med. Teach. 37(11), 983–1002 (2015)
Ten Cate, O., Hart, D., Ankel, F., Busari, J., Englander, R., Glasgow, N., Touchie, C.: Entrustment decision making in clinical training. Acad. Med. 91(2), 191–198 (2016)
The MedEdWorld Glossary. www.mededworld.org/Glossary.aspx
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2018 Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Wan, S.H.L. (2018). Can Entrustable Professional Activities Drive Learning: What We Can Learn from the Jesuits. In: Cheung, S., Lam, J., Li, K., Au, O., Ma, W., Ho, W. (eds) Technology in Education. Innovative Solutions and Practices. ICTE 2018. Communications in Computer and Information Science, vol 843. Springer, Singapore. https://doi.org/10.1007/978-981-13-0008-0_15
Download citation
DOI: https://doi.org/10.1007/978-981-13-0008-0_15
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-0007-3
Online ISBN: 978-981-13-0008-0
eBook Packages: Computer ScienceComputer Science (R0)