WS9 - 01: THE ALPHABET SOUP OF EDUCATIONAL ASSESSMENT: ENTRUSTABLE PROFESSIONAL ACTIVITIES (EPA) 101
Brenessa Lindeman, MD, MEHP1, Emil Petrusa, PhD2, Kyla Terhune, MD3, Kimberly Brown, MD4; 1University of Alabama at Birmingham, 2Massachusetts General Hospital, 3Vanderbilt University, 4University of Texas at Austin
Committee on Assessment and Evaluation
Many educators assert that competency-based assessment frameworks (e.g., ACGME Core Competencies) are too abstract to be practical in routine assessment of learners. Those in clinical practice can attest that physicians must integrate skills across competency domains to provide comprehensive care for a patient. Entrustable Professional Activities (EPAs) were developed as a way to translate the broad concepts of competency into everyday practice. In 2015, the AAMC defined Core EPAs for Entering Residency (CEPAER), now the foundation for a pilot program across the US.
Because EPAs make competency-based assessment more easily understandable and measurable, they are being expanded broadly within medical schools and will soon be defined and utilized in surgical training. As an important source of modeling and faculty development at their institutions, surgical educators need a thorough understanding of this new educational framework. This workshop seeks provide participants the background knowledge and beginning practical assessment skills to become their institution’s “go-to” person about EPAs.
This workshop will start with a review of the literature about EPAs – development, existing validity evidence – and critically examine how they relate to competencies and milestones. Participants will work in pairs to generate their own two-line definition of EPAs, so they can be prepared to discuss the concept at their home institutions.
Following this, CEPAERs and the pilot American Board of Surgery EPAs will be introduced. Participants will use currently available EPA assessment tools to rate learner performance in videos and report back findings within small groups. Final group discussion will allow participants to share anticipated benefits and/or challenges with EPAs at their home institutions and allow time for questions.
Objectives: By the conclusion of the workshop, participants will:
Define the term EPA and briefly describe its origin
Create a two-sentence description of EPAs to educate others
Apply assessment instruments to learner performances
Discuss benefits and challenges related to EPAs
Timeline:
Introduction – 5 minutes
Definition and background of EPAs - 15 minutes
Participant EPA description generation - 15 minutes
Introduction of CEPAER and ABS EPAs – 15 minutes
Example learner performance rating – 20 minutes
Group debrief and discussion – 20 minutes