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Entrustable professional activities in health care education: a scoping review
Author(s) -
Shorey Shefaly,
Lau Tang Ching,
Lau Siew Tiang,
Ang Emily
Publication year - 2019
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/medu.13879
Subject(s) - medical education , medline , medicine , psychology , nursing , family medicine , political science , law
Context The shift in medical education from time‐based learning to outcome‐based learning has drawn much attention to entrustable professional activities ( EPA s) as an ideal assessment framework to translate competencies into clinical practice. Given the relative novelty of EPA s, this review aims to highlight research gaps and explore and consolidate available evidence pertaining to the development and implementation of EPA s in health care. Method Arksey and O'Malley's scoping review framework was used to present the findings. The authors performed a systematic search of PubMed, Embase, CINAHL , Scopus, MedNar, OpenGrey and ProQuest Dissertation and Theses for English articles published from the inception of each database to May 2018. A manual search of the reference lists of the included studies was conducted and an expert panel was consulted. Two reviewers screened the articles for eligibility using the inclusion criteria. All authors extracted key data and analysed the data descriptively. Thematic analysis was used to categorise the results into themes. Results Eighty articles were included in the review. All articles were published between 2010 and 2018. Three major themes and eight sub‐themes were generated: (i) development of EPA s (frameworks for EPA development and implementation, identifying core or specialty‐specific EPA s, and EPA s for faculty development), (ii) evaluation of EPA s and EPA entrustment factors (revised curriculum, entrustment decisions for professional activities, and feedback on implemented EPA s and the development process), and (iii) future directions and recommendations for EPA s (implementation of EPA s in undergraduate medical education and specific disciplines, and other criticisms and recommendations for EPA s). Conclusions Entrustable professional activities are an essential means to translate competencies into observable and measurable clinical practice. However, high‐level evidence‐based research on the efficacy, development and implementation of EPA s for specific target groups (i.e. undergraduates and staff) and geographical regions (i.e. Asia and Africa) is still lacking, which suggests a direction for future research.