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Comparing Student and Clerkship Director Perspectives About Readiness to Perform the Core Entrustable Professional Activities at the Start of the Clerkship Curriculum

Comparing Student and Clerkship Director Perspectives About Readiness to Perform the Core... Medical students entering the clerkship phase of the curriculum and clerkship directors were surveyed at the start of the clerkship year to assess perspectives related to the level of supervision required by students to perform the Core Entrustable Professional Activities (EPAs) for Entering Residency. In aggregate, students reported readiness to perform tasks with lower levels of supervision than the clerkship directors did. For eight of the core EPAs, there was a statistically significant difference in their perspectives. These results illustrate an important gap related to expectations for performance that could impact implementation of a trust-based assessment program. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Medical Science Educator Springer Journals

Comparing Student and Clerkship Director Perspectives About Readiness to Perform the Core Entrustable Professional Activities at the Start of the Clerkship Curriculum

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Publisher
Springer Journals
Copyright
Copyright © 2018 by International Association of Medical Science Educators
Subject
Education; Medical Education
eISSN
2156-8650
DOI
10.1007/s40670-018-0547-0
Publisher site
See Article on Publisher Site

Abstract

Medical students entering the clerkship phase of the curriculum and clerkship directors were surveyed at the start of the clerkship year to assess perspectives related to the level of supervision required by students to perform the Core Entrustable Professional Activities (EPAs) for Entering Residency. In aggregate, students reported readiness to perform tasks with lower levels of supervision than the clerkship directors did. For eight of the core EPAs, there was a statistically significant difference in their perspectives. These results illustrate an important gap related to expectations for performance that could impact implementation of a trust-based assessment program.

Journal

Medical Science Educator – Springer Journals

Published: Feb 7, 2018

References

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    Telio, S; Ajjawi, R; Regehr, G
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    Frayha, N; Bontempo, LJ; Retener, NF; Teshome, G; Wolfsthal, S; Lewin, LO
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    Blanch-Hartigan, D
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