Artículos Originales

2015

– La práctica deliberada en la educación médica.

– Las actividades profesionales confiables: un paso más en el paradigma de las competencias en educación médica.

– Modelo educativo para desarrollar actividades profesionales confiables (MEDAPROC).

2016

o Desarrollo de competencias en el pregrado un modelo con actividades profesionales confiables (APROC).

o Actividades profesionales confiables (APROC): un enfoque de competencias para el perfil médico.

2017

o Specific entrustable professional activities for undergraduate medical internships: a method compatible with the academic curriculum.

o Esquema CARAIPER: una estrategia de enseñanza-aprendizaje del razonamiento clínico.

Referencias

2005

– Entrustability of professional activities and competency-based training.

2006

o Trust, competence, and the supervisor’s role in postgraduate training.

2007

– Competency-based postgraduate training. Can we bridge the gap between theory and clinical practice?

2010

– When do supervising physicians decide to entrust residents with unsupervised tasks?

– Competency-based continuing professional development.

– Building a competency-based workplace curriculum around entrustable professional activities: The case of physician assistant training.

o Medical competence: The interplay between individual ability and the health care environment.

o Competency-based medical education: theory to practice.

o Competency-based medical education in postgraduate medical education.

2011

– Using entrustable professional activities to guide curriculum development in psychiatry training. Nov.

– Competency Based Medical Training and Evaluation Definitions and correlations with real clinical practice. Oct.

– Perspective: Competencies, Outcomes, and Controversy-Linking Professional Activities to Competencies to Improve Resident Education and Practice. Feb.

2012

– The patient handover as an entrustable professional activity: adding meaning in teaching and practice. Dic.

2013

– Applying the milestones in an internal medicine residency program curriculum: a foundation for outcomes-based learner assessment under the next accreditation system. Nov.

– Just imagine: new paradigms for medical education. Oct.

– From Flexner to competencies: Reflections on a decade and the journey ahead. Ago.

– Developing entrustable professional activities as the basis for assessment of competence in an internal medicine residency: a feasibility study. Ago.

– Transforming primary care training–patient-centered medical home entrustable professional activities for internal medicine residents. Jun.

– Nuts and Bolts of Entrustable Professional Activities. Mar.

– Entrustable professional activities in family medicine. Mar.

– Identifying entrustable professional activities in internal medicine training. Mar.

– Competency-Based Education, Entrustable Professional Activities, and the Power of Language. Mar.

2014

– Transitioning Toward Competency: A Resident-Faculty Collaborative Approach to Developing a Transitions of Care EPA in an Internal Medicine Residency Program. Dic.

– The greater good: how supervising physicians make entrustment decisions in the pediatric emergency department. Nov.

– Entrustable professional activities to enhance continuity of care. Nov.

– From theory to practice: Making entrustable professional activities come to life in the context of milestones. Oct.

o An entrustable professional activity (EPA) for handoffs as a model for EPA assessment development. Oct.

– Entrustable professional activities and curricular milestones for fellowship training in pulmonary and critical care medicine: Executive summary from the multisociety working group. Oct.

– Entrustable professional activities: making sense of the emergency medicine milestones. Oct.

– Assessing and Documenting the Cognitive Performance of Family Medicine Residents Practicing Outpatient Medicine. Sep.

– Supervising incoming first-year residents: faculty expectations versus residents’ experiences. Sep.

– Medical student milestones in emergency medicine. Ago.

– Understanding trust as an essential element of trainee supervision and learning in the workplace. Ago.

– The next steps in competency-based medical education: Milestones, entrustable professional activities and observable practice activities. Ago.

– Entrustment and mapping of observable practice activities for resident assessment. Ago

– Experiences with EPAs potential benefits and pitfalls. Ago

– Entrustable professional activities for gastroenterology fellowship training. Ago

– From family medicine milestones to entrustable professional activities (EPAS). Ago

– Where do we go from here? Moving from systems-based practice process measures to true competency via developmental milestones. Jun

– What is a geriatrician? American Geriatrics Society and Association of Directors of Geriatric Academic Programs end-of-training entrustable professional activities for geriatric medicine. May

– AM last page: what entrustable professional activities add to a competency-based curriculum. Abr

– How do supervising physicians decide to entrust residents with unsupervised tasks? A qualitative analysis. Mar

– Time to trust: Longitudinal integrated clerkships and entrustable professional activities. Feb

– Doctor Coach: A deliberate practice approach to teaching and learning clinical skills. Feb

– Assessing and managing the social determinants of health: defining an entrustable professional activity to assess residents’ ability to meet societal needs. Ene

2015

– Using a Curricular Vision to Define Entrustable Professional Activities for Medical Student Assessment. Sep.

– Achieving the Desired Transformation: Thoughts on Next Steps for Outcomes-Based Medical Education. Sep.

– Entrustable professional activities: The Way to Go For Competency-Based Curriculum?

– The Application of Entrustable Professional Activities to Inform Competency Decisions in a Family Medicine Residency Program. Jul.

– Entrustable Professional Activities: Teaching and Assessing Clinical Competence. Jul.

– Entrustable professional activities: time to be trusted? May.

– Competencies, milestones, and entrustable professional activities: what they are, what they could be. Abr.

– The case for use of entrustable professional activities in undergraduate medical education. Abr.

– The development of entrustable professional activities for internal medicine residency training: a report from the Education Redesign Committee of the Alliance for Academic Internal Medicine. Abr.

– Use of Milestones and Development of Entrustable Professional Activities in 2 Hematology/Oncology Training Programs. Mar.

– A case for competency-based anaesthesiology training with entrustable professional activities: An agenda for development and research. Feb.

– Milestones and entrustable professional activities: The key to practically translating competencies for interprofessional education?

– Curriculum development for the workplace using Entrustable Professional Activities (EPAs): AMEE Guide No. 99.

– The referral and consultation entrustable professional activity: defining the components in order to develop a curriculum for pediatric residents. Ene.

2016

– What’s new in graduate medical education? Dic.

– Association of American Medical Colleges Core Entrustable Professional Activities for Entering Residency: Resident and Attending Physician Perceived Supervisory Needs of New Interns. Nov.

– To Trust or Not to Trust? An Introduction to Entrustable Professional Activities. Nov.

– Toward defining the foundation of the MD Degree Core entrustable professional activities for entering residency. Oct.

– Entrustable Professional Activities: Enhancing Meaningful Use of Evaluations and Milestones in a Psychiatry Residency Program. Oct.

– The Role of Generic Competencies in the Entrustment of Professional Activities: A Nationwide Competency-Based Curriculum Assessed. Oct.

– Patients, Nurses, and Physicians Working Together to Develop a Discharge Entrustable Professional Activity Assessment Tool. Oct.

– The ABCs of entrustable professional activities: an overview of ‘entrustable professional activities’ in medical education. Sep.

– Transforming the learning outcomes of anaesthesiology training into entrustable professional activities: A Delphi study. Ago.

– Shortening the Miles to the Milestones: Connecting EPA-Based Evaluations to ACGME Milestone Reports for Internal Medicine Residency Programs. Jul.

– Medical ward round competence in internal medicine – an interview study towards an interprofessional development of an Entrustable Professional Activity (EPA). Jul.

– Essentials of PEM Fellowship Part 2: The Profession in Entrustable Professional Activities. Jun.

– Capsule Commentary on Post et al., Rating the Quality of Entrustable Professional Activities: Content Validation and Associations with the Clinical Context. May.

– Rating the Quality of Entrustable Professional Activities Content Validation and Associations with the Clinical Context. May.

– Competency-based education: programme design and challenges to implementation. May.

– Observing and Giving Feedback to Novice PGY-1s. May.

– Workplace assessment in crisis? The way forward. Abril.

– Cognitive and Psychomotor Entrustable Professional Activities: Can Simulators Help Assess Competency in Trainees? Abr.

– A suggested emergency medicine boot camp curriculum for medical students based on the mapping of Core Entrustable Professional Activities to Emergency Medicine Level 1 milestones. Mar.

– Bridging the gap: A five stage approach for developing specialty-specific entrustable professional activities. Abril.

– Building a Framework of Entrustable Professional Activities, Supported by Competencies and Milestones, to Bridge the Educational Continuum. Mar.

– Entrustability Scales: Outlining Their Usefulness for Competency-Based Clinical Assessment. Feb.

– Entrustment Decision Making in Clinical Training. Feb.

– Developing Entrustable Professional Activities for Entry Into Clerkship. Feb.

– Driving Care Quality: Aligning Trainee Assessment and Supervision Through Practical Application of Entrustable Professional Activities, Competencies, and Milestones. Feb.

– ECG as an Entrustable Professional Activity: CDIM Survey Results, ECG Teaching and Assessment in the Third Year. Feb.

– The promise, perils, problems and progress of competency-based medical education. Ene.

2017

– Entrustable Professional Activities For Residency Training in Physical Medicine and Rehabilitation. Oct.

– Competency-Based Medical Education in the Internal Medicine Clerkship: A Report From the Alliance for Academic Internal Medicine Undergraduate Medical Education Task Force. Sept.

– Trust and risk: a model for medical education. Sept.

– Educational priorities of students in the entrustable professional activity era. Ago.

– Critical Thoughts About the Core Entrustable Professional Activities in Undergraduate Medical Education. Ago.

– Science of health care delivery milestones for undergraduate medical education. Ago.

– Implementing entrustable professional activities: the yellow brick road towards competency-based training? Ago.

– Proposing a Model of Co-Regulated Learning for Graduate Medical Education. Ago.

– Twelve tips for the implementation of EPAs for assessment and entrustment decisions. Ago.

– Entrustable professional activities (EPAs) for teachers in medical education: Has the time come? Ago.

– Am I ready for it? Students’ perceptions of meaningful feedback on entrustable professional activities. Ago.

– Development of Entrustable Professional Activities for Hospice and Palliative Medicine Fellowship Training in the United States. Jul.

– Entrustment of the on-call senior medical resident role: implications for patient safety and collective care. Jul.

– Validity of Level of Supervision Scales for Assessing Pediatric Fellows on the Common Pediatric Subspecialty Entrustable Professional Activities. Jul.

– Procedural Skills of the Entrustable Professional Activities: Are Graduating US Medical Students Prepared to Perform Procedures in Residency? Jul.

– Entrustable Professional Activities for Pathology: Recommendations From the College of American Pathologists Graduate Medical Education Committee. Jun.

– An Entrustable Professional Activity (EPA)-Based Framework to Prepare Fourth-Year Medical Students for Internal Medicine Careers. Jun.

– A Patient-Centered Approach to Developing Entrustable Professional Activities. Jun.

– Internal Medicine Residency Program Directors’ Views of the Core Entrustable Professional Activities for Entering Residency: An Opportunity to Enhance Communication of Competency Along the Continuum. Jun.

– Finding a Path to Entrustment in Undergraduate Medical Education: A Progress Report From the AAMC Core Entrustable Professional Activities for Entering Residency Entrustment Concept Group. Jun.

– Implementing an Entrustable Professional Activities Framework in Undergraduate Medical Education: Early Lessons From the AAMC Core Entrustable Professional Activities for Entering Residency Pilot. Jun.

– Constructing a Shared Mental Model for Faculty Development for the Core Entrustable Professional Activities for Entering Residency. Jun.

– Is It Time for Entrustable Professional Activities for Residency Program Directors? Jun.

– Entrustment Decisions: Bringing the Patient Into the Assessment Equation. Jun.

– Assessing Entrustable Professional Activities During the Psychiatry Clerkship. Jun.

– Report of the 2016-17 Academic Affairs Standing Committee: Entrustable Professional Activities Implementation Roadmap. Jun.

– How evidence from observing attending physicians links to a competency-based framework. Jun.

– A call to action: The controversy of and rationale for competency-based medical education. Jun.

– Advancements in Undergraduate Medical Education: Meeting the Challenges of an Evolving World of Education, Healthcare, and Technology. Jun.

– Toward a shared language for competency-based medical education. Jun.

– Entrustable Professional Activities (EPAS): the next step. May.

– Defining entrustable professional activities for residency/fellowship programme directors. May.

– Flexibility in individualized, competency-based workplace curricula with EPAs: Analyzing four cohorts of physician assistants in training. May.

– Making a Case for Entrustable Professional Activities for Nurse Practitioners in Emergency Care. Abril.

– Making sense of the milestones: entrustable professional activities for pathology. Abr.

– Using the Entrustable Professional Activities Framework in the Assessment of Procedural Skills. Abr.

– Applying occupational and organizational psychology theory to entrustment decision-making about trainees in health care: a conceptual model. Abr.

– Building a Framework of Entrustable Professional Activities, Supported by Competencies and Milestones, to Bridge the Educational Continuum. Mar.

– Entrustable Professional Activities: A New Direction for PA Education? Mar.

– Describing Entrustable Professional Activities Is Merely the First Step. Feb.

– Development of an Assessment for Entrustable Professional Activity (EPA) 10: Emergent Patient Management. Ene.

– Curricula components for entrustable professional activities for the subspecialty of pediatric cardiology.