Effective Implementation of Entrustable Professional Activities in Medical Colleges: Faculty Perspective

Abstract

Entrustable professional activities (EPAs) refer to the key activities that medical students should be in a position to perform on their own by the time of completion of their training. The process of implementation of EPAs in medical training is a complex and challenging one. In medical colleges, faculty members have been identified as the change agents who will eventually determine the success and effectiveness of planning and implementation. From the faculty perspective, multiple challenges have been identified, including the reluctance to adopt EPAs and preference for traditional assessment methods. In conclusion, the success of EPAs integration into the medical curriculum, as evidenced by improvement in the learning outcomes essentially requires active support from faculty members. Thus, there is an immense need to strengthen faculty development activities to enhance their competency and confidence to implement EPAs.

Keywords

• assessment
• entrustable professional activities
• faculty development program
• feedback
• medical education