Design and implementation of a core EPA-based acting internship curriculum

References

• Amiel JM, Andriole DA, Biskobing DM, Brown DR, Cutrer WB, Emery MT, Mejicano GC, Ryan MS, Swails JL, Wagner DP, et al. 2021. Revisiting the core entrustable professional activities for entering residency. Acad Med. 96(7S):S14–S21.
   PubMed Web of Science ®Google Scholar
• Association of American Medical Colleges (AAMC). 2014. Core entrustable professional activities for entering residency: curriculum developers’ guide. Washington (DC): AAMC.
   Google Scholar
• Brown DR, Warren JB, Hyderi A, Drusin RE, Moeller J, Rosenfeld M, Orlander PR, Yingling S, Call S, Terhune K, et al. 2017. Finding a path to entrustment in undergraduate medical education: a progress report from the AAMC core entrustable professional activities for entering residency entrustment concept group. Acad Med. 92(6):774–779.
   PubMed Web of Science ®Google Scholar
• Cavalcanti M, Fernandes AK, McCallister JW, Heacock A, Schaffernocker T, Davis JA, Kman NE. 2021. Post-clerkship curricular reform: specialty-specific tracks and entrustable professional activities to guide the transition to residency. Med Sci Educ. 31(2):851–861.
   PubMedGoogle Scholar
• Chen HC, van den Broek WS, ten Cate O. 2015. The case for use of entrustable professional activities in undergraduate medical education. Acad Med. 90(4):431–436.
   PubMed Web of Science ®Google Scholar
• Cooke M, Irby DM, O’Brien BC. 2010. Educating physicians: a call for reform of medical school and residency. Vol. 16. Hoboken (NJ): Wiley.
   Google Scholar
• Cutrer WB, Russell RG, Davidson M, Lomis KD. 2020. Assessing medical student performance of entrustable professional activities: a mixed methods comparison of Co-Activity and Supervisory Scales. Med Teach. 42(3):325–332.
   PubMed Web of Science ®Google Scholar
• de la Cruz MS, Sairenji T, Stumbar S, Babalola D, Chessman A. 2021. Curricular recommendations for a national family medicine subinternship: a qualitative analysis from multiple stakeholders. Fam Med. 53(10):835–842.
   PubMed Web of Science ®Google Scholar
• Garber AM, Feldman M, Ryan M, Santen SA, Dow A, Goldberg SR. 2021. Core EPAs in the acting internship: early outcomes from an interdepartmental experience. Med Sci Educ. 31(2):527–533.
   PubMedGoogle Scholar
• Garber AM, Ryan MS, Santen SA, Goldberg SR. 2019. Redefining the acting internship in the Era of entrustment: one Institution's Approach to Reforming the Acting Internship. Med Sci Educ. 29(2):583–591.
   PubMedGoogle Scholar
• Gofton WT, Dudek NL, Wood TJ, Balaa F, Hamstra SJ. 2012. The Ottawa surgical competency operating room evaluation (O-SCORE): a tool to assess surgical competence. Acad Med. 87(10):1401–1407.
   PubMed Web of Science ®Google Scholar
• Herrigel DJ, Donovan C, Goodman E, Pradhan A, Bridgeman MM, Hogshire L, Fanning C, Whitman A, Maniaci M, Kim S. 2020. Simulation as a platform for development of entrustable professional activities: a modular, longitudinal approach. Cureus. 12(10):e11098.
   PubMed Web of Science ®Google Scholar
• Holmboe ES, Sherbino J, Long DM, Swing SR, Frank JR, International CBME Collaborators. 2010. The role of assessment in competency-based medical education. Med Teach. 32(8):676–682.
   PubMed Web of Science ®Google Scholar
• Keeley MG, Gusic ME, Morgan HK, Aagaard EM, Santen SA. 2019. Moving toward summative competency assessment to individualize the postclerkship phase. Acad Med. 94(12):1858–1864.
   PubMed Web of Science ®Google Scholar
• Khan M, Splinter A, Kman N, Leung C, Rundell K, Davis J, McCallister J. 2017. Transition to residency: using specialty-specific clinical tracks and advanced competencies to prepare medical students for internship. MedSciEduc. 27(1):105–112.
   Google Scholar
• Lamba S, Wilson B, Natal B, Nagurka R, Anana M, Sule H. 2016. A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones. Adv Med Educ Prac. 7:115.
   PubMed Web of Science ®Google Scholar
• Lancaster I, Basson MD. 2019. What skills do clinical evaluators value most in oral case presentations? Teach Learn Med. 31(2):129–135.
   PubMed Web of Science ®Google Scholar
• Meyer EG, Chen HC, Uijtdehaage S, Durning SJ, Maggio LA. 2019. Scoping review of entrustable professional activities in undergraduate medical education. Acad Med. 94(7):1040–1049.
   PubMed Web of Science ®Google Scholar
• Murray KE, Lane JL, Carraccio C, Glasgow T, Long M, West DC, O’Connor M, Hobday P, Schwartz A, Englander R, et al. 2019. Crossing the gap: using competency-based assessment to determine whether learners are ready for the undergraduate-to-graduate transition. Acad Med. 94(3):338–345.
   PubMed Web of Science ®Google Scholar
• Nausheen F, Wong S, Valenzuela G, Suskind R, Tenore A, Castro L. 2017. The Ob‐Gyn & women’s health selective pathway for senior medical students: the clinical pelvic anatomy laboratory course. FASEB J. 31:583–585.
   Web of Science ®Google Scholar
• Obeso V, Grbic D, Emery M, Parekh K, Phillipi C, Swails J, Jayas A, Andriole DA, Core Entrustable Professional Activities for Entering Residency Pilot. 2021. Core entrustable professional activities (EPAs) and the transition from medical school to residency: the postgraduate year one resident perspective. Med Sci Educ. 31 (6):1813–1822.
   PubMedGoogle Scholar
• Pereira AG, Harrell HE, Weissman A, Smith CD, Dupras D, Kane GC. 2016. Important skills for internship and the fourth-year medical school courses to acquire them: a national survey of internal medicine residents. Acad Med. 91(6):821–826.
   PubMed Web of Science ®Google Scholar
• Peters H, Holzhausen Y, Boscardin C, ten Cate O, Chen HC. 2017. Twelve tips for the implementation of EPAs for assessment and entrustment decisions. Med Teach. 39(8):802–807.
   PubMed Web of Science ®Google Scholar
• Pinilla S, Lenouvel E, Cantisani A, Klöppel S, Strik W, Huwendiek S, Nissen C. 2021. Working with entrustable professional activities in clinical education in undergraduate medical education: a scoping review. BMC Med Educ. 21(1):1–10.
   PubMed Web of Science ®Google Scholar
• Postmes L, Tammer F, Posthumus I, Wijnen-Meijer M, van der Schaaf M, ten Cate O. 2021. EPA-based assessment: clinical teachers’ challenges when transitioning to a prospective entrustment-supervision scale. Med Teach. 43(4):404–410.
   PubMed Web of Science ®Google Scholar
• Ryan MS, Lockeman KS, Feldman M, Dow A. 2016. The gap between current and ideal approaches to the core EPAs: a mixed methods study of recent medical school graduates. MedSciEduc. 26(3):463–473.
   Google Scholar
• Salzman DH, McGaghie WC, Caprio T, Even EA, Hufmeyer K, Issa N, Schaefer E, Trainor J, Wayne DB. 2016. Use of a simulation-based capstone course to teach and assess entrustable professional activities to graduating medical students. MedSciEduc. 26(3):453–456.
   Google Scholar
• Scheurer JM, Davey C, Pereira AG, Olson AP. 2021. Building a shared mental model of competence across the continuum: trainee perceptions of subinternships for residency preparation. J Med Educ Curr Dev. 8:23821205211063350.
   Web of Science ®Google Scholar
• Shorey S, Lau TC, Lau ST, Ang E. 2019. Entrustable professional activities in health care education: a scoping review. Med Educ. 53(8):766–777.
   PubMed Web of Science ®Google Scholar
• ten Cate O. 2013. Nuts and bolts of entrustable professional activities. J Grad Med Educ. 5(1):157–158.
   PubMedGoogle Scholar
• ten Cate O, Chen HC, Hoff RG, Peters H, Bok H, van der Schaaf M. 2015. Curriculum development for the workplace using entrustable professional activities (EPAs): AMEE guide no. 99. Med Teach. 37(11):983–1002.
   PubMed Web of Science ®Google Scholar
• ten Cate O, Schwartz A, Chen HC. 2020. Assessing trainees and making entrustment decisions: on the nature and use of entrustment-supervision scales. Acad Med. 95(11):1662–1669.
   PubMed Web of Science ®Google Scholar
• ten Cate O, Taylor DR. 2021. The recommended description of an entrustable professional activity: AMEE Guide No. 140. Med Teach. 43(10):1106–1114.
   PubMed Web of Science ®Google Scholar
• Thompson LR, Leung CG, Green B, Lipps J, Schaffernocker T, Ledford C, Davis J, Way DP, Kman NE. 2017. Development of an assessment for entrustable professional activity (EPA) 10: emergent patient management. West J Emerg Med. 18(1):35–42.
   PubMed Web of Science ®Google Scholar
• Wackett A, Daroowalla F, Lu WH, Chandran L. 2016. Reforming the 4th-year curriculum as a springboard to graduate medical training: one school’s experiences and lessons learned. Teach Learn Med. 28(2):192–201.
   PubMed Web of Science ®Google Scholar