Abstract
The purpose of the fourth year of medical school remains controversial. Competing demands during this transitional phase cause confusion for students and educators. In 2014, the Association of American Medical Colleges (AAMC) released 13 Core Entrustable Professional Activities for Entering Residency (CEPAERs). A committee comprising members of the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine applied these principles to preparing students for internal medicine residencies. The authors propose a curricular framework based on five CEPAERs that were felt to be most relevant to residency preparation, informed by prior stakeholder surveys. The critical areas outlined include entering orders, forming and answering clinical questions, conducting patient care handovers, collaborating interprofessionally, and recognizing patients requiring urgent care and initiating that care. For each CEPAER, the authors offer suggestions about instruction and assessment of competency. The fourth year of medical school can be rewarding for students, while adequately preparing them to begin residency, by addressing important elements defined in the core entrustable activities. Thus prepared, new residents can function safely and competently in supervised postgraduate settings.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1255-1260 |
| Number of pages | 6 |
| Journal | Journal of General Internal Medicine |
| Volume | 32 |
| Issue number | 11 |
| DOIs | |
| State | Published - Nov 1 2017 |
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Keywords
- clinical skills assessment
- medical education
- medical education curriculum development/assessment
- medical education—assessment
- medical education—mentoring
- medical education—undergraduate
ASJC Scopus subject areas
- Internal Medicine
Cite this
An Entrustable Professional Activity (EPA)-Based Framework to Prepare Fourth-Year Medical Students for Internal Medicine Careers. / Elnicki, D. Michael; Aiyer, Meenakshy K.; Cannarozzi, Maria L.; Carbo, Alexander; Chelminski, Paul R.; Chheda, Shobhina G.; Chudgar, Saumil M.; Harrell, Heather E.; Hood, L. Chad; Horn, Michelle; Johl, Karnjit K; Kane, Gregory C.; McNeill, Diana B.; Muntz, Marty D.; Pereira, Anne G.; Stewart, Emily; Tarantino, Heather; Vu, T. Robert.
In: Journal of General Internal Medicine, Vol. 32, No. 11, 01.11.2017, p. 1255-1260.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - An Entrustable Professional Activity (EPA)-Based Framework to Prepare Fourth-Year Medical Students for Internal Medicine Careers
AU - Elnicki, D. Michael
AU - Aiyer, Meenakshy K.
AU - Cannarozzi, Maria L.
AU - Carbo, Alexander
AU - Chelminski, Paul R.
AU - Chheda, Shobhina G.
AU - Chudgar, Saumil M.
AU - Harrell, Heather E.
AU - Hood, L. Chad
AU - Horn, Michelle
AU - Johl, Karnjit K
AU - Kane, Gregory C.
AU - McNeill, Diana B.
AU - Muntz, Marty D.
AU - Pereira, Anne G.
AU - Stewart, Emily
AU - Tarantino, Heather
AU - Vu, T. Robert
PY - 2017/11/1
Y1 - 2017/11/1
N2 - The purpose of the fourth year of medical school remains controversial. Competing demands during this transitional phase cause confusion for students and educators. In 2014, the Association of American Medical Colleges (AAMC) released 13 Core Entrustable Professional Activities for Entering Residency (CEPAERs). A committee comprising members of the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine applied these principles to preparing students for internal medicine residencies. The authors propose a curricular framework based on five CEPAERs that were felt to be most relevant to residency preparation, informed by prior stakeholder surveys. The critical areas outlined include entering orders, forming and answering clinical questions, conducting patient care handovers, collaborating interprofessionally, and recognizing patients requiring urgent care and initiating that care. For each CEPAER, the authors offer suggestions about instruction and assessment of competency. The fourth year of medical school can be rewarding for students, while adequately preparing them to begin residency, by addressing important elements defined in the core entrustable activities. Thus prepared, new residents can function safely and competently in supervised postgraduate settings.
AB - The purpose of the fourth year of medical school remains controversial. Competing demands during this transitional phase cause confusion for students and educators. In 2014, the Association of American Medical Colleges (AAMC) released 13 Core Entrustable Professional Activities for Entering Residency (CEPAERs). A committee comprising members of the Clerkship Directors in Internal Medicine and the Association of Program Directors in Internal Medicine applied these principles to preparing students for internal medicine residencies. The authors propose a curricular framework based on five CEPAERs that were felt to be most relevant to residency preparation, informed by prior stakeholder surveys. The critical areas outlined include entering orders, forming and answering clinical questions, conducting patient care handovers, collaborating interprofessionally, and recognizing patients requiring urgent care and initiating that care. For each CEPAER, the authors offer suggestions about instruction and assessment of competency. The fourth year of medical school can be rewarding for students, while adequately preparing them to begin residency, by addressing important elements defined in the core entrustable activities. Thus prepared, new residents can function safely and competently in supervised postgraduate settings.
KW - clinical skills assessment
KW - medical education
KW - medical education curriculum development/assessment
KW - medical education—assessment
KW - medical education—mentoring
KW - medical education—undergraduate
UR - http://www.scopus.com/inward/record.url?scp=85021096861&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85021096861&partnerID=8YFLogxK
U2 - 10.1007/s11606-017-4089-8
DO - 10.1007/s11606-017-4089-8
M3 - Article
C2 - 28634908
AN - SCOPUS:85021096861
VL - 32
SP - 1255
EP - 1260
JO - Journal of General Internal Medicine
JF - Journal of General Internal Medicine
SN - 0884-8734
IS - 11
ER -