TY - JOUR
T1 - EPA 9—Collaborate as a Member of an Interprofessional Team
T2 - a Short Communication from the AAMC Core EPAs for Entering Residency Pilot Schools
AU - On behalf of the AAMC Core EPAs for Entering Residency EPA 9 Pilot Workgroup
AU - Brown, David R.
AU - Gillespie, Colleen C.
AU - Warren, Jamie B.
N1 - Funding Information:
The authors thank the Association of American Medical Colleges, Robert Englander, Carol Aschenbrener, Maryellen Gusic, Jan Bull and all of the members of the Core EPAs for Entering Residency Pilot for their support, inspiration and contributions to this article. Judith Bowen contributed significantly to the conception and development of these instruments.
Publisher Copyright:
© 2016, International Association of Medical Science Educators.
PY - 2016/9/1
Y1 - 2016/9/1
N2 - Members of the Association of American Medical Colleges Core Entrustable Professional Activities (EPAs) for Entering Residency Pilot worked to conceptualize how graduates might be entrusted for EPA 9: Collaborate as a member of an interprofessional team. Through an iterative group process informed by the literature and application to local curriculum and clinical experiences, we drafted a developmental framework and curriculum mapping tool. Ultimately, entrustment requires assessment in clinical settings. Nonetheless, teamwork and communication skills that are relevant to future entrustment can be taught and assessed in pre-clinical contexts such as small groups to ensure students are on an entrustment trajectory.
AB - Members of the Association of American Medical Colleges Core Entrustable Professional Activities (EPAs) for Entering Residency Pilot worked to conceptualize how graduates might be entrusted for EPA 9: Collaborate as a member of an interprofessional team. Through an iterative group process informed by the literature and application to local curriculum and clinical experiences, we drafted a developmental framework and curriculum mapping tool. Ultimately, entrustment requires assessment in clinical settings. Nonetheless, teamwork and communication skills that are relevant to future entrustment can be taught and assessed in pre-clinical contexts such as small groups to ensure students are on an entrustment trajectory.
KW - Collaboration
KW - Competency based medical education
KW - Developmental framework
KW - Entrustable professional activities
KW - Interprofessional team competencies
KW - Miller’s pyramid
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U2 - 10.1007/s40670-016-0273-4
DO - 10.1007/s40670-016-0273-4
M3 - Article
AN - SCOPUS:85020616511
SN - 2156-8650
VL - 26
SP - 457
EP - 461
JO - Medical Science Educator
JF - Medical Science Educator
IS - 3
ER -