Internal Medicine Residency Program Directors' Views of the Core Entrustable Professional Activities for Entering Residency: An Opportunity to Enhance Communication of Competency Along the Continuum

Steven V. Angus, Toan Vu, Lisa L. Willett, Stephanie Call, Andrew J. Halvorsen, Saima Chaudhry

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

Purpose To examine internal medicine (IM) residency program directors' (PDs') perspectives on the Core Entrustable Professional Activities for Entering Residency (Core EPAs) - introduced into undergraduate medical education to further competency-based assessment - and on communicating competency-based information during transitions. Method A spring 2015 Association of Program Directors in Internal Medicine survey asked PDs of U.S. IM residency programs for their perspectives on which Core EPAs new interns must or should possess on day 1, which are most essential, and which have the largest gap between expected and observed performance. Their views and preferences were also requested regarding communicating competency-based information at transitions from medical school to residency and residency to fellowship/employment. Results The response rate was 57% (204/361 programs). The majority of PDs felt new interns must/should possess 12 of the 13 Core EPAs. PDs' rankings of Core EPAs by relative importance were more varied than their rankings by the largest gaps in performance. Although preferred timing varied, most PDs (82%) considered it important for medical schools to communicate Core EPA-based information to PDs; nearly three-quarters (71%) would prefer a checklist format. Many (60%) would be willing to provide competency-based evaluations to fellowship directors/employers. Most (> 80%) agreed that there should be a bidirectional communication mechanism for programs/employers to provide feedback on competency assessments. Conclusions The gaps identified in Core EPA performance may help guide medical schools' curricular and assessment tool design. Sharing competency-based information at transitions along the medical education continuum could help ensure production of competent, practice-ready physicians.

Original languageEnglish (US)
Pages (from-to)785-791
Number of pages7
JournalAcademic Medicine
Volume92
Issue number6
DOIs
StatePublished - Jun 1 2017

Fingerprint

director
medicine
communication
ranking
employer
school
performance
education
physician
evaluation

ASJC Scopus subject areas

  • Education

Cite this

Internal Medicine Residency Program Directors' Views of the Core Entrustable Professional Activities for Entering Residency : An Opportunity to Enhance Communication of Competency Along the Continuum. / Angus, Steven V.; Vu, Toan; Willett, Lisa L.; Call, Stephanie; Halvorsen, Andrew J.; Chaudhry, Saima.

In: Academic Medicine, Vol. 92, No. 6, 01.06.2017, p. 785-791.

Research output: Contribution to journalArticle

@article{64d30e8426d24ca887fecc29da180719,
title = "Internal Medicine Residency Program Directors' Views of the Core Entrustable Professional Activities for Entering Residency: An Opportunity to Enhance Communication of Competency Along the Continuum",
abstract = "Purpose To examine internal medicine (IM) residency program directors' (PDs') perspectives on the Core Entrustable Professional Activities for Entering Residency (Core EPAs) - introduced into undergraduate medical education to further competency-based assessment - and on communicating competency-based information during transitions. Method A spring 2015 Association of Program Directors in Internal Medicine survey asked PDs of U.S. IM residency programs for their perspectives on which Core EPAs new interns must or should possess on day 1, which are most essential, and which have the largest gap between expected and observed performance. Their views and preferences were also requested regarding communicating competency-based information at transitions from medical school to residency and residency to fellowship/employment. Results The response rate was 57{\%} (204/361 programs). The majority of PDs felt new interns must/should possess 12 of the 13 Core EPAs. PDs' rankings of Core EPAs by relative importance were more varied than their rankings by the largest gaps in performance. Although preferred timing varied, most PDs (82{\%}) considered it important for medical schools to communicate Core EPA-based information to PDs; nearly three-quarters (71{\%}) would prefer a checklist format. Many (60{\%}) would be willing to provide competency-based evaluations to fellowship directors/employers. Most (> 80{\%}) agreed that there should be a bidirectional communication mechanism for programs/employers to provide feedback on competency assessments. Conclusions The gaps identified in Core EPA performance may help guide medical schools' curricular and assessment tool design. Sharing competency-based information at transitions along the medical education continuum could help ensure production of competent, practice-ready physicians.",
author = "Angus, {Steven V.} and Toan Vu and Willett, {Lisa L.} and Stephanie Call and Halvorsen, {Andrew J.} and Saima Chaudhry",
year = "2017",
month = "6",
day = "1",
doi = "10.1097/ACM.0000000000001419",
language = "English (US)",
volume = "92",
pages = "785--791",
journal = "Academic Medicine",
issn = "1040-2446",
publisher = "Lippincott Williams and Wilkins",
number = "6",

}

TY - JOUR

T1 - Internal Medicine Residency Program Directors' Views of the Core Entrustable Professional Activities for Entering Residency

T2 - An Opportunity to Enhance Communication of Competency Along the Continuum

AU - Angus, Steven V.

AU - Vu, Toan

AU - Willett, Lisa L.

AU - Call, Stephanie

AU - Halvorsen, Andrew J.

AU - Chaudhry, Saima

PY - 2017/6/1

Y1 - 2017/6/1

N2 - Purpose To examine internal medicine (IM) residency program directors' (PDs') perspectives on the Core Entrustable Professional Activities for Entering Residency (Core EPAs) - introduced into undergraduate medical education to further competency-based assessment - and on communicating competency-based information during transitions. Method A spring 2015 Association of Program Directors in Internal Medicine survey asked PDs of U.S. IM residency programs for their perspectives on which Core EPAs new interns must or should possess on day 1, which are most essential, and which have the largest gap between expected and observed performance. Their views and preferences were also requested regarding communicating competency-based information at transitions from medical school to residency and residency to fellowship/employment. Results The response rate was 57% (204/361 programs). The majority of PDs felt new interns must/should possess 12 of the 13 Core EPAs. PDs' rankings of Core EPAs by relative importance were more varied than their rankings by the largest gaps in performance. Although preferred timing varied, most PDs (82%) considered it important for medical schools to communicate Core EPA-based information to PDs; nearly three-quarters (71%) would prefer a checklist format. Many (60%) would be willing to provide competency-based evaluations to fellowship directors/employers. Most (> 80%) agreed that there should be a bidirectional communication mechanism for programs/employers to provide feedback on competency assessments. Conclusions The gaps identified in Core EPA performance may help guide medical schools' curricular and assessment tool design. Sharing competency-based information at transitions along the medical education continuum could help ensure production of competent, practice-ready physicians.

AB - Purpose To examine internal medicine (IM) residency program directors' (PDs') perspectives on the Core Entrustable Professional Activities for Entering Residency (Core EPAs) - introduced into undergraduate medical education to further competency-based assessment - and on communicating competency-based information during transitions. Method A spring 2015 Association of Program Directors in Internal Medicine survey asked PDs of U.S. IM residency programs for their perspectives on which Core EPAs new interns must or should possess on day 1, which are most essential, and which have the largest gap between expected and observed performance. Their views and preferences were also requested regarding communicating competency-based information at transitions from medical school to residency and residency to fellowship/employment. Results The response rate was 57% (204/361 programs). The majority of PDs felt new interns must/should possess 12 of the 13 Core EPAs. PDs' rankings of Core EPAs by relative importance were more varied than their rankings by the largest gaps in performance. Although preferred timing varied, most PDs (82%) considered it important for medical schools to communicate Core EPA-based information to PDs; nearly three-quarters (71%) would prefer a checklist format. Many (60%) would be willing to provide competency-based evaluations to fellowship directors/employers. Most (> 80%) agreed that there should be a bidirectional communication mechanism for programs/employers to provide feedback on competency assessments. Conclusions The gaps identified in Core EPA performance may help guide medical schools' curricular and assessment tool design. Sharing competency-based information at transitions along the medical education continuum could help ensure production of competent, practice-ready physicians.

UR - http://www.scopus.com/inward/record.url?scp=84991447102&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84991447102&partnerID=8YFLogxK

U2 - 10.1097/ACM.0000000000001419

DO - 10.1097/ACM.0000000000001419

M3 - Article

C2 - 28557944

AN - SCOPUS:84991447102

VL - 92

SP - 785

EP - 791

JO - Academic Medicine

JF - Academic Medicine

SN - 1040-2446

IS - 6

ER -