Making entrustment decisions explicit: Preparing “front-line” teachers for performance assessment based on a learner’s need for supervision

Date:                    Sunday 25th August

Half Day:              1330-1630

Level:                    Introductory/Intermediate

Facilitators:

  1. Maryellen E. Gusic, MD,  University of Virginia School of Medicine, USA
  2. H. Carrie Chen, MD, PhD, Georgetown University School of Medicine, USA
  3. Ylva Holzhausen, MSc, Charité - Universitätsmedizin Berlin, Germany
  4. Harm Peters, MD, MHPE, Charité - Universitätsmedizin Berlin, Germany
  5. Olle ten Cate, PhD, University Medical Center Utrecht, Netherlands

Summary of theme and why it is important:  Calls for an “international initiative” of faculty development focusing on competency-based assessment have highlighted the need for educators to learn new ways of working with, and assessing learners.  Entrustable professional activities (EPAs) provide a structure for supervisors to use data from workplace assessments to ground decisions about the level of supervision a GME or UME learner requires to perform a specific task.  To promote developmental learning along this continuum, supervisors must engage UME learners in the performance of authentic tasks that contribute to clinical care and in critical dialogue about their performance.  Faculty must also use data from observations of performance to provide students with the opportunities to participate in experiences that allow them to continue to advance their skills.
 
As medical schools work to enhance workplace-based assessment and to implement EPAs, supervisors must be prepared for their role as assessors in this new paradigm. This workshop is designed to engage participants in highly interactive exercises designed to introduce and apply a new mindset for performance assessment and to provide strategies and tools for participants to use in developing a professional development/peer teaching workshop at their home institutions in order to prepare and support other supervisors to do EPA-based assessments. Using participants’ experiences and the discussions during the session, attendees will create an action plan to cascade and reinforce the learning from the workshop and advance and enable a culture of assessment using EPAs that fosters both teaching and learning at their home institution.

Who should participate in the Pre-Conference Workshop?  Educators with interest/experience in EPA assessment and workplace learning and who are involved in efforts at their home institution to implement an assessment program using entrustment-based decisions.  Educational leaders with responsibility for competency-based educational programs and those who oversee departmental or institutional programs for faculty development are encouraged to attend. 

What will they gain from participating? The goal of the workshop is to provide participants with a framework for developing front-line faculty for EPA assessments.  Attendees will experience first-hand, entrustment decision-making as an assessment approach in daily clinical work that they can share/adopt/adapt at their home institution to prepare colleagues for decision-making about a learner’s readiness to engage in patient care responsibilities.

Cost: Euros 90 (includes coffee)

PLEASE NOTE: Pre-conference Workshop participants must also register for AMEE 2019 and pay the conference fee.

REGISTER ONLINE

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