Advertisement
Education| Volume 47, ISSUE 4, P441-452, October 2014

Entrustable Professional Activities: Making Sense of the Emergency Medicine Milestones

      Keywords

      To read this article in full you will need to make a payment

      Purchase one-time access:

      Academic & Personal: 24 hour online accessCorporate R&D Professionals: 24 hour online access
      One-time access price info
      • For academic or personal research use, select 'Academic and Personal'
      • For corporate R&D use, select 'Corporate R&D Professionals'

      Subscribe:

      Subscribe to Journal of Emergency Medicine
      Already a print subscriber? Claim online access
      Already an online subscriber? Sign in
      Institutional Access: Sign in to ScienceDirect

      References

        • ten Cate O.
        Nuts and bolts of entrustable professional activities.
        J Grad Med Educ. 2013; 5: 157-158
        • Swing S.
        ACGME launches outcomes assessment project.
        JAMA. 1998; 279: 1492
        • Nasca T.J.
        • Philibert I.
        • Brigham T.
        • Flynn T.C.
        The next GME accreditation system- rationale and benefits.
        N Engl J Med. 2012; 366: 1051-1056
        • Batalden P.
        • Leach D.
        • Swing S.
        • Dreyfus H.
        • Dreyfus S.
        General competencies and accreditation in graduate medical education.
        Health Aff (Millwood). 2002; 21: 103-111
        • Nasca T.J.
        The CEO's first column—the next step in the outcomes-based accreditation project.
        ACGME Bull. 2008; : 2-4
        • Dreyfus H.L.
        • Dreyfus S.E.
        Five steps from novice to expert.
        in: Mind over machine. Free Press, New York, NY1988: 16-51
        • Swing S.R.
        • Beeson M.S.
        • Carraccio C.
        • et al.
        Educational milestone development in the first 7 specialties to enter the next accreditation system.
        J Grad Med Educ. 2013; 5: 98-106
        • Beeson M.S.
        • Carter W.A.
        • Christopher T.A.
        • et al.
        Emergency medicine milestones.
        J Grad Med Educ. 2013; 5: 5-13
        • Perina D.G.
        • Beeson M.S.
        • Char D.M.
        • et al.
        The 2007 model of the clinical practice of emergency medicine: the 2009 update.
        Acad Emerg Med. 2011; 18: e8-26
        • Beeson M.S.
        • Marco C.A.
        • Nelson R.N.
        • Korte R.C.
        Components of the model of the clinical practice of emergency medicine: a survey of American Board of Emergency Medicine diplomates.
        J Emerg Med. 2013; 44: 1153-1166
      1. Accreditation Council of Graduate Medical Education. The emergency medicine milestone project. 2012. Available at: https://www.abem.org/public/docs/default-source/migrated-documents-and-files/em-milestones.pdf?sfvrsn=4. Accessed January 31, 2014.

        • ten Cate O.
        Entrustability of professional activities and competency-based training.
        Med Educ. 2005; 39: 1176-1177
        • Carraccio C.
        • Burke A.E.
        Beyond competencies and milestones: adding meaning through context.
        J Grad Med Educ. 2010; 2: 419-422
        • Centor R.M.
        • Witherspoon J.M.
        • Dalton H.P.
        • Brody C.E.
        • Link K.
        The diagnosis of strep throat in adults in the emergency room.
        Med Decis Making. 1981; 1: 239-246
        • Shayne P.
        • Gallahue F.
        • Rinnert S.
        • Anderson C.L.
        • Hern G.
        • Katz E.
        Reliability of a core competency checklist assessment in the emergency department: the standardized direct observation assessment tool.
        Acad Emerg Med. 2006; 13: 727-732
        • LaMantia J.
        • Kane B.
        • Yarris L.
        • et al.
        Real-time inter-rater reliability of the council of emergency medicine residency directors standardized direct observation assessment tool.
        Acad Emerg Med. 2009; 16: S51-S57
        • Boyce P.
        • Spratt C.
        • Davies M.
        • McEvoy P.
        Using entrustable professional activities to guide curriculum development in psychiatry training.
        BMC Med Educ. 2011; 11: 96-104
        • Kirch D.G.
        Commentary: the Flexnerian Legacy in the 21st century.
        Acad Med. 2010; 85: 190-192
        • Miller G.E.
        The assessment of clinical skills/competence/performance.
        Acad Med. 1990; 65: S63-S67
        • Ling L.J.
        • Beeson M.S.
        Milestones in emergency medicine.
        J Acute Med. 2012; 2: 65-69
        • Lurie S.J.
        History and practice of competency-based assessment.
        Med Educ. 2012; 46: 49-57
        • Port N.
        • Weiss A.
        • Maudsley I.
        Electroconvulsive therapy training: can it be a model of an entrustable professional activity in a competency program?.
        Australas Psych. 2012; 20: 242-245
        • Hauer K.E.
        • Kohlwes J.
        • Cornett P.
        • et al.
        Identifying entrustable professional activities in internal medicine training.
        J Grad Med Educ. 2013; 5: 54-59
        • Chang A.
        • Bowen J.L.
        • Buranosky R.A.
        • et al.
        Transforming primary care training—patient-centered medical home entrustable professional activities for internal medicine residents.
        J Gen Intern Med. 2012; 28: 801-809
        • Hauer K.E.
        • Soni K.
        • Cornett P.
        • et al.
        Developing entrustable professional activities as the basis for assessment of competence in an internal medicine residency: a feasibility study.
        J Gen Intern Med. 2013; 28: 1110-1114
        • Shaughnessy A.F.
        • Sparks J.
        • Cohen-Osher M.
        • Goodell K.H.
        • Sawin G.L.
        • Gravel J.
        Entrustable professional activities in family medicine.
        J Grad Med Educ. 2013; 5: 112-118
        • O’Keeffe M.
        Clinical competency in developmental-behavioural paediatrics: raising the bar.
        J Paediatr Child Health. 2014; 50: 3-10
        • Mulder H.
        • Ten Cate O.
        • Rieneke D.
        • Berkvens J.
        Building a competency based workplace curriculum around entrustable professional activities: the case of physician assistant training.
        Med Teach. 2010; 32: e453-e459
        • Johnston K.C.
        Responding to the ACGME's competency requirements: an innovative instrument from the University of Virginia's neurology residency.
        Acad Med. 2003; 78: 1217-1220
        • Chapman D.M.
        • Hayden S.
        • Sanders A.B.
        • et al.
        Integrating the accreditation council for graduate medical education core competencies into the model of the clinical practice of emergency medicine.
        Ann Emerg Med. 2004; 43: 756-769
        • Ericsson K.A.
        Deliberate practice and the acquisition and maintenance of expert performance in medicine and related domains.
        Acad Med. 2004; 79: S70-81