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Geraghty JR, Ocampo RG, Liang S, et al. Medical Students' Views on Implementing the Core EPAs: Recommendations From Student Leaders at the Core EPAs Pilot Institutions. Acad Med. 2021;96(2):193-198doi: 10.1097/ACM.0000000000003793.
Geraghty, J. R., Ocampo, R. G., Liang, S., Ona Ayala, K. E., Hiltz, K., McKissack, H., Hyderi, A., Ryan, M. S. (2021). Medical Students' Views on Implementing the Core EPAs: Recommendations From Student Leaders at the Core EPAs Pilot Institutions. Academic medicine : journal of the Association of American Medical Colleges, 96(2), 193-198. https://doi.org/10.1097/ACM.0000000000003793
Geraghty, Joseph R, et al. "Medical Students' Views on Implementing the Core EPAs: Recommendations From Student Leaders at the Core EPAs Pilot Institutions." Academic medicine : journal of the Association of American Medical Colleges vol. 96,2 (2021): 193-198. doi: https://doi.org/10.1097/ACM.0000000000003793
Geraghty JR, Ocampo RG, Liang S, Ona Ayala KE, Hiltz K, McKissack H, Hyderi A, Ryan MS. Medical Students' Views on Implementing the Core EPAs: Recommendations From Student Leaders at the Core EPAs Pilot Institutions. Acad Med. 2021 Feb 01;96(2):193-198. doi: 10.1097/ACM.0000000000003793. PMID: 33031119.
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Acad Med. 2021 Feb 01;96(2):193-198. doi: 10.1097/ACM.0000000000003793.

Medical Students' Views on Implementing the Core EPAs: Recommendations From Student Leaders at the Core EPAs Pilot Institutions.

Academic medicine : journal of the Association of American Medical Colleges

Joseph R Geraghty, Raechelle G Ocampo, Sherry Liang, Kimberly E Ona Ayala, Kathleen Hiltz, Haley McKissack, Abbas Hyderi, Michael S Ryan,

Affiliations

  1. J.R. Geraghty is a sixth-year MD/PhD student, University of Illinois College of Medicine, Chicago, Illinois; ORCID: https://orcid.org/0000-0002-6828-4893.
  2. R.G. Ocampo was a medical student, Virginia Commonwealth University School of Medicine, Richmond, Virginia, at the time of writing, and is a first-year resident, Department of Pediatrics, University of California, San Francisco, School of Medicine, San Francisco, California, now.
  3. S. Liang was a medical student, Oregon Health & Sciences University, Portland, Oregon, at the time of writing, and is a first-year resident, Departments of Internal Medicine and Psychiatry, Tulane University School of Medicine, New Orleans, Louisiana, now.
  4. K.E. Ona Ayala was a medical student, Yale University School of Medicine, New Haven, Connecticut, at the time of writing, and is a first-year resident, Department of Anesthesiology, Beth Israel Deaconess Medical Center, Boston, Massachusetts, now.
  5. K. Hiltz was a medical student, Vanderbilt University School of Medicine, Nashville, Tennessee, at the time of writing, and is a first-year resident, Department of Internal Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, now.
  6. H. McKissack is a fourth-year medical student, Florida International University Herbert Wertheim College of Medicine, Miami, Florida.
  7. A. Hyderi is senior associate dean for medical education and professor, Department of Clinical Science, Kaiser Permanente School of Medicine, Pasadena, California, and adjunct associate professor, Department of Medical Education, and former associate dean of curriculum, University of Illinois College of Medicine, Chicago, Illinois.
  8. M.S. Ryan is assistant dean for clinical medical education and associate professor of pediatrics, Virginia Commonwealth University School of Medicine, Richmond, Virginia.

PMID: 33031119 DOI: 10.1097/ACM.0000000000003793

Abstract

In 2014, the Association of American Medical Colleges recruited 10 institutions across the United States to pilot the 13 Core Entrustable Professional Activities for Entering Residency (Core EPAs). The goal was to establish a competency-based framework to prepare graduating medical students for the transition to residency. Within the Core EPAs pilot, medical students play an influential role in the development and implementation of EPA-related curricula. Student engagement was a priority for the Core EPAs institutions given students' roles as the end users of the curriculum, thus they may offer valuable insight into its design and implementation. Here, the authors provide the perspective of medical students who serve as leaders in the Core EPAs pilot at their respective institutions. They describe student leadership models across the pilot institutions as well as 6 key challenges to implementation of the Core EPAs: (1) How and when should the Core EPAs be introduced? (2) Who is responsible for driving the assessment process? (3) What feedback mechanisms are required? (4) What systems are required for advising, mentoring, or coaching students? (5) Should EPA performance contribute to students' grades? and (6) Should entrustment decisions be tied to graduation requirements? Using a polarity management framework to address each challenge, the authors describe inherent tensions, approaches used by the Core EPAs pilot institutions, and student-centered recommendations for resolving each tension. By sharing the experiences and perspectives of students engaged in the Core EPAs pilot, the authors hope to inform implementation of EPA-oriented assessment practices and feedback across institutions in the United States.

Copyright © 2020 by the Association of American Medical Colleges.

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