Posted: June 29, 2015

Core Entrustable Professional Activities: Perspectives Across the Continuum

Description

Historically, the "handoff" from undergraduate to graduate medical education involves minimal communication about student skill level. In addition, recently the question of student readiness for transitioning to the training environment has been raised. The AAMC (Association of American Medical Colleges) core entrustable professional activities for entering residency (CEPAER) aim to introduce more robust expectations for the transition to post-graduate training. To date, little has been done to engage both UME and GME leadership in an effort to identify how to teach and assess readiness for these skills. In addition, no data have been collected to assess students' perceptions of their preparedness for these tasks. This presentation explores how a team at the University of Chicago Division of the Biological Sciences, the Pritzker School of Medicine, has engaged this issue.

Keywords

Curriculum, Professional Development, CGEA, Central Group on Educational Affairs, Assessment Skill, Core Entrustable Professional Activities

Authors

Jeanne M. Farnan, MD, MHPE, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine

Vineet M. Arora, MD, MAPP, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine

Jason T. Poston, MD, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine

Korry J. Schwanz, MHA, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine

Mike McGinty, MD, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine

Halina Brukner, MD, University of Chicago Division of the Biological Sciences The Pritzker School of Medicine


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