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Specialty-Specific Entrustable Professional Activities: A Bridge to Internship
Background Undergraduate medical education aims to prepare learners to become capable residents. New interns are expected to perform clinical tasks with distant supervision reliant on having acquired a medical degree. However, there is limited data to discuss what entrustment residency programs gran...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Cureus
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10057663/ https://www.ncbi.nlm.nih.gov/pubmed/37007399 http://dx.doi.org/10.7759/cureus.35547 |
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author | Hanna, Karim Gupta, Shanu Hurst, Rebecca McKeon, Bri Anne DeWaay, Deborah |
author_facet | Hanna, Karim Gupta, Shanu Hurst, Rebecca McKeon, Bri Anne DeWaay, Deborah |
author_sort | Hanna, Karim |
collection | PubMed |
description | Background Undergraduate medical education aims to prepare learners to become capable residents. New interns are expected to perform clinical tasks with distant supervision reliant on having acquired a medical degree. However, there is limited data to discuss what entrustment residency programs grant versus what the medical schools believe they have trained their graduates to perform. At our institution, we sought to foster an alliance between undergraduate medical education (UME) and graduate medical education (GME) toward specialty-specific entrustable professional activities (SSEPAs). These SSEPAs create a bridge to residency and help students structure the final year of medical school while striving for entrustability for day one of residency. This paper describes the SSEPA curriculum development process and student self-assessment of competence. Methodology We piloted an SSEPA program with the departments of Family Medicine, Internal Medicine, Neurology, and Obstetrics & Gynecology. Utilizing Kern’s curriculum development framework, each specialty designed a longitudinal curriculum with a post-match capstone course. Students participated in pre-course and post-course self-assessments utilizing the Chen scale for each entrustable professional activity (EPA). Results A total of 42 students successfully completed the SSEPA curriculum in these four specialties. Students’ self-assessed competence levels rose from 2.61 to 3.65 in Internal Medicine; 3.23 to 4.12 in Obstetrics and Gynecology; 3.62 to 4.13 in Neurology; and 3.65 to 3.79 in Family Medicine. Students across all specialties noted an increase in confidence from 3.45 to 4.38 in Internal Medicine; 3.3 to 4.6 in Obstetrics and Gynecology; 3.25 to 4.25 in Neurology; and 4.33 to 4.67 in Family Medicine. Conclusions A specialty-specific curriculum utilizing a competency-based framework for learners traversing the UME to GME journey in the final year of medical school improves learner confidence in their clinical abilities and may lead to an improved educational handoff between UME and GME. |
format | Online Article Text |
id | pubmed-10057663 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | Cureus |
record_format | MEDLINE/PubMed |
spelling | pubmed-100576632023-03-30 Specialty-Specific Entrustable Professional Activities: A Bridge to Internship Hanna, Karim Gupta, Shanu Hurst, Rebecca McKeon, Bri Anne DeWaay, Deborah Cureus Medical Education Background Undergraduate medical education aims to prepare learners to become capable residents. New interns are expected to perform clinical tasks with distant supervision reliant on having acquired a medical degree. However, there is limited data to discuss what entrustment residency programs grant versus what the medical schools believe they have trained their graduates to perform. At our institution, we sought to foster an alliance between undergraduate medical education (UME) and graduate medical education (GME) toward specialty-specific entrustable professional activities (SSEPAs). These SSEPAs create a bridge to residency and help students structure the final year of medical school while striving for entrustability for day one of residency. This paper describes the SSEPA curriculum development process and student self-assessment of competence. Methodology We piloted an SSEPA program with the departments of Family Medicine, Internal Medicine, Neurology, and Obstetrics & Gynecology. Utilizing Kern’s curriculum development framework, each specialty designed a longitudinal curriculum with a post-match capstone course. Students participated in pre-course and post-course self-assessments utilizing the Chen scale for each entrustable professional activity (EPA). Results A total of 42 students successfully completed the SSEPA curriculum in these four specialties. Students’ self-assessed competence levels rose from 2.61 to 3.65 in Internal Medicine; 3.23 to 4.12 in Obstetrics and Gynecology; 3.62 to 4.13 in Neurology; and 3.65 to 3.79 in Family Medicine. Students across all specialties noted an increase in confidence from 3.45 to 4.38 in Internal Medicine; 3.3 to 4.6 in Obstetrics and Gynecology; 3.25 to 4.25 in Neurology; and 4.33 to 4.67 in Family Medicine. Conclusions A specialty-specific curriculum utilizing a competency-based framework for learners traversing the UME to GME journey in the final year of medical school improves learner confidence in their clinical abilities and may lead to an improved educational handoff between UME and GME. Cureus 2023-02-27 /pmc/articles/PMC10057663/ /pubmed/37007399 http://dx.doi.org/10.7759/cureus.35547 Text en Copyright © 2023, Hanna et al. https://creativecommons.org/licenses/by/3.0/This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. |
spellingShingle | Medical Education Hanna, Karim Gupta, Shanu Hurst, Rebecca McKeon, Bri Anne DeWaay, Deborah Specialty-Specific Entrustable Professional Activities: A Bridge to Internship |
title | Specialty-Specific Entrustable Professional Activities: A Bridge to Internship |
title_full | Specialty-Specific Entrustable Professional Activities: A Bridge to Internship |
title_fullStr | Specialty-Specific Entrustable Professional Activities: A Bridge to Internship |
title_full_unstemmed | Specialty-Specific Entrustable Professional Activities: A Bridge to Internship |
title_short | Specialty-Specific Entrustable Professional Activities: A Bridge to Internship |
title_sort | specialty-specific entrustable professional activities: a bridge to internship |
topic | Medical Education |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10057663/ https://www.ncbi.nlm.nih.gov/pubmed/37007399 http://dx.doi.org/10.7759/cureus.35547 |
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