Open AccessPediatric Gastroenterology, Hepatology, and Nutrition Entrustable Professional Activities
Author(s) -
Robson Jacob,
Lusman Sarah S.,
Lee Christine K.,
Merves Jaime,
Middleton Jeremy,
Perez Maria E.,
Desai Nirav K.,
Sayej Wael,
Sivagnanam Mamata,
Solomon Aliza B.,
Colombo Jennifer Marie,
Rosen John M.,
Van Buren Kristin Whitfield,
Brown Jeffrey B.,
Turmelle Yumirle P.,
Cerezo Carolina S.,
Loomes Kathleen M.,
Huang Jeannie S.,
QuirosTejeira Ruben E.,
Benkov Keith,
Leichtner Alan,
Narkewicz Michael R.,
Weinstein Toba,
Sauer Cary G.
Publication year - 2020
Publication title -
journal of pediatric gastroenterology and nutrition
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.206
H-Index - 131
eISSN - 1536-4801
pISSN - 0277-2116
DOI - 10.1097/mpg.0000000000002715
Subject(s) - medicine , specialty , formative assessment , hepatology , subspecialty , task force , summative assessment , medical education , task (project management) , pediatric gastroenterology , family medicine , psychology , pedagogy , management , public administration , political science , economics
Background: Entrustable professional activities (EPAs) are critical activities performed by medical professionals, which can be observed and assessed. Adding on to common EPAs for all pediatric subspecialty trainees, specialty‐specific EPAs for pediatric gastroenterology, hepatology, and nutritional fellowship were developed by the North American Society for Pediatric Gastroenterology, Hepatology, and Nutrition (NASPGHAN) EPA Task Force. Methods: Having developed specialty‐specific EPAs, building EPA assessments is the next logical step, as EPAs are included under a larger umbrella of competency‐based assessment. Thus, the NASPGHAN EPA Task Force and Training Committee collaborated on an assessment tool and associated curricular resources to aid in tracking trainees’ progression to entrustment within individual EPAs and readiness for independent practice. Results: This manuscript reports the development of an EPA assessment tool, including guiding principles and the theory behind the assessment tool, with a focus on simple, meaningful assessments that can provide crucial performance feedback to trainees. In addition, curricular resources were developed, based on the assessment tool, to support training. Ultimately, it is the hope of the NASPGHAN EPA Task Force and Training Committee that this tool can aid training programs in providing formative feedback for trainees, and can be used by training programs and clinical competency committees for summative evaluation.