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Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones?

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Title: Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones?
Authors: Ryan, Michael S.1, Iobst, William2, Holmboe, Eric S.2, Santen, Sally A.3
Source: Medical Teacher. May2022, Vol. 44 Issue 5, p510-518. 9p.
Subject Terms: *Internship programs, *Undergraduate programs, *Outcome-based education, *Medical schools, *Graduate education, *Clinical competence, *Interdisciplinary education, *Medical education, Physical diagnosis, Differential diagnosis, Medical history taking, Patient safety
Geographic Terms: United States
Abstract: Competency-based medical education (CBME) provides a framework for describing learner progression throughout training. However, specific approaches to CBME implementation vary widely across educational settings. Alignment between various methods used across the continuum is critical to support transitions and assess learner performance. The purpose of this study was to investigate alignment between CBME frameworks used in undergraduate medical education (UME) and graduate medical education (GME) settings using the US context as a model. The authors analyzed content from the core entrustable professional activities for entering residency (Core EPAs; UME model) and residency milestones (GME model). From that analysis, they performed a series of cross-walk activities to investigate alignment between frameworks. After independent review, authors discussed findings until consensus was reached. Some alignment was found for activities associated with history taking, physical examination, differential diagnosis, patient safety, and interprofessional care; however, there were far more examples of misalignment. These findings highlight challenges creating alignment of assessment frameworks across the continuum of training. The importance of these findings includes implications for assessment and persistence of the educational gap across UME and GME. The authors provide four next steps to improve upon the continuum of education. [ABSTRACT FROM AUTHOR]
Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Competency-based medical education (CBME) provides a framework for describing learner progression throughout training. However, specific approaches to CBME implementation vary widely across educational settings. Alignment between various methods used across the continuum is critical to support transitions and assess learner performance. The purpose of this study was to investigate alignment between CBME frameworks used in undergraduate medical education (UME) and graduate medical education (GME) settings using the US context as a model. The authors analyzed content from the core entrustable professional activities for entering residency (Core EPAs; UME model) and residency milestones (GME model). From that analysis, they performed a series of cross-walk activities to investigate alignment between frameworks. After independent review, authors discussed findings until consensus was reached. Some alignment was found for activities associated with history taking, physical examination, differential diagnosis, patient safety, and interprofessional care; however, there were far more examples of misalignment. These findings highlight challenges creating alignment of assessment frameworks across the continuum of training. The importance of these findings includes implications for assessment and persistence of the educational gap across UME and GME. The authors provide four next steps to improve upon the continuum of education. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Medical Teacher is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1080/0142159X.2021.2004303
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 510
    Subjects:
      – SubjectFull: Internship programs
        Type: general
      – SubjectFull: Undergraduate programs
        Type: general
      – SubjectFull: Outcome-based education
        Type: general
      – SubjectFull: Medical schools
        Type: general
      – SubjectFull: Graduate education
        Type: general
      – SubjectFull: Clinical competence
        Type: general
      – SubjectFull: Interdisciplinary education
        Type: general
      – SubjectFull: Medical education
        Type: general
      – SubjectFull: Physical diagnosis
        Type: general
      – SubjectFull: Differential diagnosis
        Type: general
      – SubjectFull: Medical history taking
        Type: general
      – SubjectFull: Patient safety
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones?
        Type: main
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            NameFull: Ryan, Michael S.
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            NameFull: Iobst, William
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            NameFull: Holmboe, Eric S.
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            NameFull: Santen, Sally A.
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            – D: 01
              M: 05
              Text: May2022
              Type: published
              Y: 2022
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              Value: 44
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