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

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


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 .



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.


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.



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.