Longitudinal Assessment of Resident Performance Using Entrustable Professional Activities

Abstract

Medical education throughout much of the world has been transitioning to a competency-based medical education (CBME) system.^1-5 The core tenet of CBME is that individuals advance through training at variable rates when they demonstrate sufficient skill in a defined set of competencies, rather than at predetermined points during the training process.^6-8 In this framework, competencies provide a common understanding of the desired outcomes of training for learners and teachers, while informing curricula and assessment across the continuum of medical education.^4,9-11 Over the past 2 decades, competency models have been developed and implemented to variable extents throughout the world.^1-3,12 In the United States, the primary graduate medical education (GME) model is the milestones developed by the Accreditation Council for Graduate Medical Education and the American Board of Medical Specialties.¹ Since 2014, the Accreditation Council for Graduate Medical Education has required GME training programs to periodically measure and report ratings of specialty-specific competency milestones for individual trainees, but does not yet require the milestones be used to make advancement decisions.^1,13,14