The development of entrustable professional activities for internal medicine residency training: A report from the Education Redesign Committee of the Alliance for Academic Internal Medicine

Academic Medicine

Volumn 90, Issue 4, 2015, Pages 479-484

  Caverzagie, Kelly J ^a   Cooney, Thomas G ^b   Hemmer, Paul A ^c   Berkowitz, Lee ^d  

^a UNIVERSITY OF NEBRASKA MEDICAL CENTER   (United States)

^b OREGON HEALTH AND SCIENCE UNIVERSITY   (United States)

^c Uniformed Services University of the Health Sciences and the Walter Reed National Military Medical Center   (United States)

^d UNIVERSITY OF NORTH CAROLINA SCHOOL OF MEDICINE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION; INTERNAL MEDICINE; MEDICAL AUDIT; MEDICAL EDUCATION; PROFESSIONAL COMPETENCE; STANDARDS; UNITED STATES;

COMMISSION ON PROFESSIONAL AND HOSPITAL ACTIVITIES; INTERNAL MEDICINE; INTERNSHIP AND RESIDENCY; PROFESSIONAL COMPETENCE; UNITED STATES;

EID: 84930342710     PISSN: 10402446     EISSN: 1938808X     Source Type: Journal    
DOI: 10.1097/ACM.0000000000000564     Document Type: Article

References (64)

1. Nasca TJ, Philibert I, Brigham T, Flynn TC. The next GME accreditation system-rationale and benefits. N Engl J Med. 2012;366:1051-1056.
2. The Internal Medicine Milestone Project: A Joint Initiative of the Accreditation Council for Graduate Medical Education and the American Board of Internal Medicine. 2013. http://www.acgme.org/acgmeweb/Portals/0/PDFs/Milestones/InternalMedicineMilestones.pdf. Accessed September 17, 2014.
3. Caverzagie KJ, Iobst WF, Aagaard EM, et al. The internal medicine reporting milestones and the next accreditation system. Ann Intern Med. 2013;158:557-559.
4. Dijkstra J, Galbraith R, Hodges BD, et al. Expert validation of fit-for-purpose guidelines for designing programmes of assessment. BMC Med Educ. 2012;12:20.
5. Dijkstra J, Van der Vleuten CP, Schuwirth LW. A new framework for designing programmes of assessment. Adv Health Sci Educ Theory Pract. 2010;15:379-393.
6. van der Vleuten CP, Schuwirth LW. Assessing professional competence: From methods to programmes. Med Educ. 2005;39:309-317.
7. van der Vleuten CP, Schuwirth LW, Driessen EW, et al. A model for programmatic assessment fit for purpose. Med Teach. 2012;34:205-214.
8. ten Cate O. Entrustability of professional activities and competency-based training. Med Educ. 2005;39:1176-1177.
9. Ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ. 2013;5:157-158.
10. Carraccio C, Burke AE. Beyond competencies and milestones: Adding meaning through context. J Grad Med Educ. 2010;2:419-422.
11. Frank JR, 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. 2010;32:631-637.
12. Frank JR, Snell LS, Cate OT, et al. Competencybased medical education: Theory to practice. Med Teach. 2010;32:638-645.
13. McGaghie WC, Miller GE, Sajid AW, Telder TV. Competency-based curriculum development on medical education: An introduction. Public Health Pap. 1978;68:11-91.
14. Hemmer PA. Professor and vice chair for educational programs, Department of Internal Medicine, Uniformed Services University of the Health Sciences. Personal communication with L.N. Pangaro, 2012.
15. Pangaro L, ten Cate O. Frameworks for learner assessment in medicine: AMEE guide no. 78. Med Teach. 2013;35:e1197-e1210.
16. Royal College of Physicians and Surgeons of Canada. The CanMEDS Framework. 2005. http://www.royalcollege.ca/portal/page/portal/rc/canmeds/framework. Accessed September 17, 2014.
17. General Medical Council. Tomorrow's doctors: Outcomes and standards for undergraduate medical education. 2009. http://www.gmc-uk.org/Tomorrow-s-Doctors-0414.pdf-48905759.pdf. Accessed September 30, 2014.
18. Lurie SJ, Mooney CJ, Lyness JM. Commentary: Pitfalls in assessment of competency-based educational objectives. Acad Med. 2011;86:412-414.
19. Lurie SJ, Mooney CJ, Lyness JM. Measurement of the general competencies of the Accreditation Council for Graduate Medical Education: A systematic review. Acad Med. 2009;84:301-309.
20. Lurie SJ. History and practice of competencybased assessment. Med Educ. 2012;46:49-57.
21. Arrighi J, Vasilias J. Talk entitled "ACGME Update" presented at: 2012 Association of Program Directors in Internal Medicine; October 2012; Phoenix, Ariz. http://www.im.org/Meetings/Past/2012/AIMW12/Presentations/Documents/2012%20APDIM%20Fall%20Meeting/APDIM%20Wksp%20101%20and%20201-Arrighi.pdf. [No longer available.] Accessed March 21, 2014.
22. Green ML, Aagaard EM, Caverzagie KJ, et al. Charting the road to competence: Developmental milestones for internal medicine residency training. J Grad Med Educ. 2009;1:5-20.
23. Dreyfus HL, Dreyfus DS, Athanasiou T. Mind Over Machine. New York, NY: Simon & Schuster; 1986.
24. Huddle TS, Heudebert GR. Taking apart the art: The risk of anatomizing clinical competence. Acad Med. 2007;82:536-541.
25. ten Cate O, Snell L, Carraccio C. Medical competence: The interplay between individual ability and the health care environment. Med Teach. 2010;32:669-675.
26. Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR. The role of assessment in competency-based medical education. Med Teach. 2010;32:676-682.
27. Norcini J, Burch V. Workplace-based assessment as an educational tool: AMEE guide no. 31. Med Teach. 2007;29:855-871.
28. Norcini JJ. Work based assessment. BMJ. 2003;326:753-755.
29. Dath D, Iobst W. The importance of faculty development in the transition to competency-based medical education. Med Teach. 2010;32:683-686.
30. Holmboe ES, Ward DS, Reznick RK, et al. Faculty development in assessment: The missing link in competency-based medical education. Acad Med. 2011;86:460-467.
31. Weinberger SE, Pereira AG, Iobst WF, Mechaber AJ, Bronze MS; Alliance for Academic Internal Medicine Education Redesign Task Force II. Competency-based education and training in internal medicine. Ann Intern Med. 2010;153:751-756.
32. Weinberger SE, Pereira AG, Iobst WF, Mechaber AJ, Bronze MS. Internal medicine residency redesign. Ann Intern Med. 2011;154:442-443.
33. Sterkenburg A, Barach P, Kalkman C, Gielen M, ten Cate O. When do supervising physicians decide to entrust residents with unsupervised tasks? Acad Med. 2010;85:1408-1417.
34. ten Cate O. Trust, competence, and the supervisor's role in postgraduate training. BMJ. 2006;333:748-751.
35. Ten Cate O. Competency-based education, entrustable professional activities, and the power of language. J Grad Med Educ. 2013;5:6-7.
36. ten Cate O, Scheele F. Competency-based postgraduate training: Can we bridge the gap between theory and clinical practice? Acad Med. 2007;82:542-547.
37. ten Cate O, Young JQ. The patient handover as an entrustable professional activity: Adding meaning in teaching and practice. BMJ Qual Saf. 2012;21(suppl 1):i9-i12.
38. Carraccio CL, Benson BJ, Nixon LJ, Derstine PL. From the educational bench to the clinical bedside: Translating the Dreyfus developmental model to the learning of clinical skills. Acad Med. 2008;83:761-767.
39. Hicks PJ, Englander R, Schumacher DJ, et al. Pediatrics milestone project: Next steps toward meaningful outcomes assessment. J Grad Med Educ. 2010;2:577-584.
40. Iobst WF, Sherbino J, Cate OT, et al. Competency-based medical education in postgraduate medical education. Med Teach. 2010;32:651-656.
41. Jones MD Jr, Rosenberg AA, Gilhooly JT, Carraccio CL. Perspective: Competencies, outcomes, and controversy-linking professional activities to competencies to improve resident education and practice. Acad Med. 2011;86:161-165.
42. MacDonald J, Ellis PM. Supervision in psychiatry: Terra incognita? Curr Opin Psychiatry. 2012;25:322-326.
43. Mulder H, Ten Cate O, Daalder R, Berkvens J. Building a competency-based workplace curriculum around entrustable professional activities: The case of physician assistant training. Med Teach. 2010;32:e453-e459.
44. Rushton JL, Hicks PJ, Carraccio CL. The next phase of pediatric residency education: The partnership of the Milestones Project. Acad Pediatr. 2010;10:91-92.
45. Schumacher DJ, Slovin SR, Riebschleger MP, Englander R, Hicks PJ, Carraccio C. Perspective: Beyond counting hours: The importance of supervision, professionalism, transitions of care, and workload in residency training. Acad Med. 2012;87:883-888.
46. Hauer KE, Kohlwes J, Cornett P, et al. Identifying entrustable professional activities in internal medicine training. J Grad Med Educ. 2013;5:54-59.
47. Hauer KE, Soni K, Cornett P, et al. Developing entrustable professional activities as the basis for assessment of competence in an internal medicine residency: A feasibility study. J Gen Intern Med. 2013;28:1110-1114.
48. Hauer KE, Ten Cate O, Boscardin C, Irby DM, Iobst W, O'Sullivan PS. Understanding trust as an essential element of trainee supervision and learning in the workplace. Adv Health Sci Educ Theory Pract. 2014;19:435-456.
49. Wijnen-Meijer M, van der Schaaf M, Nillesen K, Harendza S, Ten Cate O. Essential facets of competence that enable trust in medical graduates: A ranking study among physician educators in two countries. Perspect Med Educ. 2013;2:290-297.
50. Alliance for Academic Internal Medicine. Redesigning Internal Medicine Education. 2013. http://connect.im.org/p/cm/ld/fid=199.Accessed September 17, 2014.
51. Alliance for Academic Internal Medicine. Internal Medicine End of Training EPAs. 2013. http://connect.im.org/p/cm/ld/fid=639.Accessed September 17, 2014.
52. Alliance for Academic Internal Medicine. Building Assessments for an EPA in Three Steps. 2013. http://dev.im.org/AcademicAffairs/milestones/Pages/BuildingAssessmentsforanEPAinThreeSteps.aspx. Accessed September 17, 2014.
53. Dijksterhuis MG, Voorhuis M, Teunissen PW, et al. Assessment of competence and progressive independence in postgraduate clinical training. Med Educ. 2009;43: 1156-1165.
54. Wijnen-Meijer M, Burdick W, Alofs L, Burgers C, ten Cate O. Stages and transitions in medical education around the world: Clarifying structures and terminology. Med Teach. 2013;35:301-307.
55. Wijnen-Meijer M, Kilminster S, Van Der Schaaf M, Ten Cate O. The impact of various transitions in the medical education continuum on perceived readiness of trainees to be entrusted with professional tasks. Med Teach. 2012;34:929-935.
56. Wijnen-Meijer M, ten Cate OT, van der Schaaf M, Borleffs JC. Vertical integration in medical school: Effect on the transition to postgraduate training. Med Educ. 2010;44:272-279.
57. Chang A, Bowen JL, Buranosky RA, et al. Transforming primary care training-patient-centered medical home entrustable professional activities for internal medicine residents. J Gen Intern Med. 2013;28:801-809.
58. Shaughnessy AF, Sparks J, Cohen-Osher M, Goodell KH, Sawin GL, Gravel J Jr. Entrustable professional activities in family medicine. J Grad Med Educ. 2013;5:112-118.
59. Boyce P, Spratt C, Davies M, McEvoy P. Using entrustable professional activities to guide curriculum development in psychiatry training. BMC Med Educ. 2011;11:96.
60. Hemmer PA. Professor and vice chair for educational programs, Department of Internal Medicine, Uniformed Services University of the Health Sciences. Personal communication with O.T. ten Cate, 2012.
61. Pangaro L. A new vocabulary and other innovations for improving descriptive in-training evaluations. Acad Med. 1999;74:1203-1207.
62. Rodriguez RG, Pangaro LN. AM Last Page. Mapping the ACGME competencies to the RIME framework. Acad Med. 2012;87:1781.
63. Varney A, Todd C, Hingle S, Clark M. Description of a developmental criterion-referenced assessment for promoting competence in internal medicine residents. J Grad Med Educ. 2009;1:73-81.
64. Burke AE, Hicks PJ, Carraccio C. Towards meaningful outcomes assessment: Collaborative efforts in pediatric medical education. Acad Pediatr. 2012;12:79-80.