– 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).
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.
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.
– Competency-based postgraduate training. Can we bridge the gap between theory and clinical practice?
– 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.
– 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.
– The patient handover as an entrustable professional activity: adding meaning in teaching and practice. Dic.
– 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.
– 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
– 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.
– 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.
– 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.