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Sunday, February 26 • 1:45pm - 2:30pm
ARCHES - [Oral Presentation] 3. How much explicit curriculum do students need about EPAs?

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2:15 PM - 2:30 PM

How much explicit curriculum do students need about EPAs?

J. Wold, K. Miller, S. Stern, K. Anderson, T. Glasgow, G. Zinkhan, D. Roussel, S. Lamb, J. Colbert-Getz, University of Utah School of Medicine
Abstract Body: Context As medical schools adopt the Entrustable Professional Activities (EPAs) as a framework for curriculum development and assessment it is important to consider students’ knowledge about this framework. Recent research has focused on faculty use of EPA-based assessment of students, but little or no attention is given to another important stakeholder in the process - the students. If students are expected to meet milestones and eventually be deemed “entrusted” then it is important to know how much explicit curriculum is needed about the EPAs. In 2013 the University of Utah School of Medicine implemented a two-year clinical method curriculum (CMC) using the EPA framework to develop goals and assessments. Learning communities of 10 students/faculty member are used to deliver the curriculum to each cohort of 100-120 students. Objectives To describe the explicit curriculum to students on EPAs during a two-year clinical method curriculum Key Message The explicit curricular elements to students about EPAs were: Introduction to the EPAs during CMC orientation; CMC course syllabi goals and objectives notated with specific EPAs; presentation and discussion of EPA’s prior to students completing self-assessments; “Where we have been and where were are going” discussions related to the EPAs; detailed description of EPA components in the self-assessment tool students complete biannually; one-on-one student meetings with learning community faculty to discuss portions of the EPA-based self-assessment; and citation of the AAMC EPA blueprint made available to students. Conclusion The more knowledgeable students are about EPAs, the more focused and invested they may be in achieving entrustment. Further study as to which components are most effective and the depth to which students should understand the EPAs is necessary. Our next step is to determine if students’ construct effective individual learning goals focused on EPA milestone development once they have received the explicit EPA curriculum. 



Sunday February 26, 2017 1:45pm - 2:30pm
ARCHES

Attendees (16)