The College of Medicine is a thought leader in medical education and was chosen to join national initiatives that focus on how medical students in the United States should be taught, what professional skills students should demonstrate before graduating, how the fourth year of medical school can be most useful to students in gaining experience and being ready for residency, and how to align learners’ experiences from undergraduate to graduate medical education.
Core Entrustable Professional Activities (Core EPAs) Pilot Project, a six-year pilot program of the Association of American Medical Colleges (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 nine 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? As part of our national Core EPA pilot work, the faculty of the University of Illinois College of Medicine co-authored journal articles, gave presentations at national and international conferences, and collaborated to conceptualize and design Toolkits for each of the 13 EPAs. One journal article provides 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.
- Brown DR, Gillispie CC, Warren JB. EPA-9–Collaborate as a member of an interprofessional team: A short communication from the AAMC Core EPAs for Entering Residency Pilot schools. Med Sci Educ. 26:457-461.
- Brown DR, Hyderi A, Warren JB. Piloting the Core Entrustable Professional Activities for Entering Residency. Society of Teachers of Family Medicine. https://www.stfm.org/publicationsresearch/publications/educationcolumns/2017/january/. Accessed: August 21, 2019.
- Brown DR, Warren JB, Hyderi A, et al. 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. 2017;92(6):774-779.
- Favreau MA, Tewksbury L, Lupi C, et al. Constructing a shared mental model for faculty development for the Core Entrustable Professional Activities for Entering Residency. Acad Med. 2017;92(6):759-764.
- Lomis KD, Ryan MS, Amiel JM, Cocks PM, Uthman MO, Esposito KF. Core Entrustable Professional Activities for Entering Residency Pilot Group update: Considerations for medical science educators. Med Sci Educ. 2016;26(4):797-800.
- Lomis K, Amiel JM, Esposito K, et al. Implementing an entrustable professional activities framework in undergraduate medical education: Early lessons from the AAMC Core Entrustable Professional Activities for Entering Residency Pilot. Acad Med. 2017;92(6):765-770.
- Lupi CS, Ownby AR, Jokela JA, et al. Faculty revisited: A systems-based view of stakeholder development to meet the demands of entrustable professional activity implementation. Acad Med. 2018;93(10):1472-1479.
- Moeller JJ, Hyderi A, Brown DR. Reconciling entrustment and competence. J Grad Med Educ. 2017;9(6):783.
- Obeso VT, Phillip CA, Degnon CA, Carter TJ. A systems-based approach to curriculum development and assessment of core entrustable professional activities in undergraduate medical education. 2018;28(2):407-416.
What is next? The College of Medicine has incorporated key concepts of Entrustable Professional Activities into teaching, assessing, and giving feedback on clinical skills development in our curriculum. 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.
Millennium Conference, May 3-5, 2017: From Student to Doctor: Aligning UME and GME Teaching to Ensure Success
Sponsored by the Shapiro Institute for Education and Research and the Association of American Medical Colleges, the Millennium Conference 2017 generated ideas for innovations to bridge the pedagogic transition from UME to GME and align teaching approaches to cultivate active and lifelong learning.
Harvard Medical School; Hofstra Northwell School of Medicine; McGovern Medical School at The University of Texas Health Science Center at Houston; New York University School of Medicine; Ohio State University College of Medicine; Rush Medical College; University of Colorado School of Medicine; University of Illinois College of Medicine; University of Nebraska College of Medicine
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.