Abstract
This Guide was written to support educators interested in building a competency-based workplace curriculum. It aims to provide
an up-to-date overview of the literature on Entrustable Professional Activities (EPAs), supplemented with suggestions for practical
application to curriculum construction, assessment and educational technology.
The Guide first introduces concepts and definitions related to EPAs and then guidance for their identification, elaboration and
validation, while clarifying common misunderstandings about EPAs. A matrix-mapping approach of combining EPAs with
competencies is discussed, and related to existing concepts such as competency milestones. A specific section is devoted to
entrustment decision-making as an inextricable part of working with EPAs. In using EPAs, assessment in the workplace is
translated to entrustment decision-making for designated levels of permitted autonomy, ranging from acting under full supervision
to providing supervision to a junior learner. A final section is devoted to the use of technology, including mobile devices and
electronic portfolios to support feedback to trainees about their progress and to support entrustment decision-making by
programme directors or clinical teams.
an up-to-date overview of the literature on Entrustable Professional Activities (EPAs), supplemented with suggestions for practical
application to curriculum construction, assessment and educational technology.
The Guide first introduces concepts and definitions related to EPAs and then guidance for their identification, elaboration and
validation, while clarifying common misunderstandings about EPAs. A matrix-mapping approach of combining EPAs with
competencies is discussed, and related to existing concepts such as competency milestones. A specific section is devoted to
entrustment decision-making as an inextricable part of working with EPAs. In using EPAs, assessment in the workplace is
translated to entrustment decision-making for designated levels of permitted autonomy, ranging from acting under full supervision
to providing supervision to a junior learner. A final section is devoted to the use of technology, including mobile devices and
electronic portfolios to support feedback to trainees about their progress and to support entrustment decision-making by
programme directors or clinical teams.
| Original language | English |
|---|---|
| Pages (from-to) | 983-1002 |
| Number of pages | 20 |
| Journal | Medical Teacher |
| Volume | 37 |
| Issue number | 11 |
| DOIs | |
| Publication status | Published - 2015 |