UI COM is a thought leader in medical education, and was chosen to join several national initiatives that focus on how medical students in the United States should be taught, what professional skills students should demonstrate before graduating, and how the fourth year of medical school can be most useful to students in gaining experience and being ready for residency.
Entrustable Professional Activities (EPAs) Pilot Project, a five-year pilot program of the AAMC.
Purpose: To identify key outcomes of undergraduate medical education that can be assessed consistently by medical schools and that reflect the most important ways to be ready for residency; to test the acceptability, feasibility and validity of EPAs as a set of activities that could be taught and assessed as a set of standards among American medical schools.
Our pilot group colleagues:
- Columbia University College of Physicians and Surgeons
- Florida International University Herbert Wertheim College of Medicine
- Michigan State University College of Human Medicine
- New York University School of Medicine
- Oregon Health & Science University School of Medicine
- University of Texas Health Science Center at Houston
- Vanderbilt Univresity School of Medicine
- Virginia Commonwealth University School of Medicine
- Yale School of Medicine
What did we learn? UI COM co-authored three new journal articles that recently appeared in Academic Medicine (2017, epublished ahead of print) as part of our national EPA pilot work. One article is an overview of the purpose of the pilot program, and the lessons learned to date. Another article focuses on the concept of entrustability associated with students’ increased autonomy and decreased need for direct supervision as they approach residency – how is it defined and how might it be measured? A third article discusses faculty development approaches to understanding and providing feedback on students’ progress toward meeting the proposed EPA standards.
- Implementing an Entrustable Professional Activities Framework in Undergraduate Medical Education: Early Lessons from the AAMC Core Entrustable Professional Activities for Entering Residency Pilot.
K Lomis, JM Amiel, MS Ryan, K Esposito, M Green, A Stagnaro-Green, J Bull, GC Mejicano.
- 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.
DR Brown, JB Warren, A Hyderi, RE Drusin, J Moeller, M Rosenfeld, PR Orlander, S Yingling, S Call, K Terhune, J Bull, R Englander, DP Wagner.
- Constructing a Shared Mental Model for Faculty Development for the Core Entrustable Professional Activities for Entering Residency.
MA Favreau, L Tewksbury, C Lupi, WB Cutrer, JA Jokela, LM Yarris.
What is next? UI COM is incorporating key teaching concepts from Entrustable Professional Activities into our curriculum renewal design. Learn more about the importance of EPAs here:
Primary goal of the five-year pilot: To demonstrate feasibility of implementing the Core EPAs for Entering Residency framework in the path to graduation of MD candidates.
Secondary Goal: To demonstrate improvement in the gap between performance and expectations for students entering residency who have been entrusted on the Core EPAs.
Carl J. Shapiro Millennium Conference on Transforming the Post-Clerkship Curriculum, May 6-8, 2015, sponsored by the Shapiro Institute for Education and Research of Harvard University.
Purpose: to discuss the last stage of medical school (“the fourth year”), the importance of sub-internships and away electives, as well as the residency interview process and its impact on learning and retaining clinical skills prior to entering residency.
Our conference group colleagues:
- Case Western Reserve University
- Harvard Medical School
- New York University School of Medicine
- Southern Illinois University School of Medicine
- University of Colorado School of Medicine
- The University of Iowa, Roy J. and Lucille A. Carver College of Medicine
- University of Massachusetts Medical School
- Vanderbilt University School of Medicine
What did we learn? UI COM recognizes the great burden that the current residency application process places on students, in terms of expense, time commitment, and concomitant decrease in clinical experiences. Please see the Executive Summary for our recommendations.
What is next? UI COM continues to collaborate with our colleagues from the Millennium Conference, pursuing unique contributions to the national dialogue about the educational continuum from medical school to residency and beyond.