Council on Medical Student Education in Pediatrics

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COMSEP Meeting in Ottawa, ON

Poster Presentation:


How Does Your Garden Grow? Building a Developmental Trajectory of Entrustment Through Transparent, Iterative, Real-time, Learner-Driven Assessment

Authors:
Patricia Hobday,University of Minnesota Medical School,Minneapolis,MN,Emily . Borman-Shoap,University of Minnesota Medical School,Minneapolis,MN,Katherine E. Murray,University of Minnesota Medical School,Minneapolis,MN,Michael Cullen,University of Minnesota Medical School,Minneapolis,MN,Robert Englander,University of Minnesota Medical School,Minneapolis,MN,John Andrews,University of Minnesota Medical School,Minneapolis,MN


Background:

In 2014, the Association of American Medical Colleges published the 13 Core Entrustable Professional Activities for Entering Residency. Recent publications regarding Entrustable Professional Activities (EPAs) have provided a framework for developmentally progressive learning and assessment. Longitudinal, frequent assessment holds promise to document a learner’s progression on EPAs .

 



Objectives:

Implement a real-time, learner-driven, on-line assessment based on the Core Entrustable Professional Activities for Entering Residency (CEPAER) to assess medical students’ professional development.



Results:

Over an 11-month period, students received frequent feedback from the LIC faculty across 8 different specialties. On average, each student received 193 EPA ratings (range 150-271) spanning the 13 Core Entrustable Professional Activities. Using these endorsements, we were able to map each student's developmental trajectory over time.

 

Discussion:

Our experience suggests learner-driven, real-time, frequent, EPA-based assessment is feasible, especially in the context of longitudinal relationships with faculty. This approach provided a rich source of data to map students’ development and level of entrustment over time. Student ownership and transparency allowed for awareness of their development over time.