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      Using entrustable professional activities to guide curriculum development in psychiatry training


      1 , , 2 , 3 , 4

      BMC Medical Education

      BioMed Central

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          Clinical activities that trainees can be trusted to perform with minimal or no supervision have been labelled as Entrustable Professional Activities (EPAs). We sought to examine what activities could be entrusted to psychiatry trainees in their first year of specialist training.


          We conducted an online survey of Fellows of the Royal Australian and New Zealand College of Psychiatrists (RANZCP).


          The majority of respondents considered initiating patients with the common medications, discharging patient suffering from schizophrenia, bipolar disorder or following a crisis admission, conducting risk assessments and managing psychiatric emergencies were activities that trainees could be entrusted with by the end of the first stage of training.


          Four activities were identified that trainees should be entrusted with by the end of their first year of training. Each of these activities comprises a set of competencies in each of the CanMEDS roles. When a trainee is unable to satisfactorily perform an EPA, deficits in the underpinning competencies can be a focus for remediation. Further EPAs are being identified in areas of more specialised practice for use within more advanced training.

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          Entrustability of professional activities and competency-based training.

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            Trust, competence, and the supervisor's role in postgraduate training.

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              Trends and the future of postgraduate medical education.

              R Harden (2006)
              Where is the present flurry of activity in medical education leading and what sort of future is envisaged? This paper looks at trends in postgraduate medical education. Four themes and two trends for each theme have been identified. The themes are: the postgraduate medical curriculum, the application of learning technologies, assessment of competence, and professionalism in medical education. The trends are: outcome based education and a unitary approach to medical education; the use of simulators and e-learning; competency and performance based assessment, and portfolios and self assessment; and training the trainer and best evidence medical education. Any limitations in implementing change will likely result from a lack of imagination in those planning postgraduate medical education and their ability to bring about the necessary changes. To avoid a growing gap developing between what is possible educationally and what is delivered, it is clear that we need a new paradigm for postgraduate medical education.

                Author and article information

                BMC Med Educ
                BMC Medical Education
                BioMed Central
                23 November 2011
                : 11
                : 96
                [1 ]Department of Psychiatry, Sydney Medical School-Westmead, Westmead Hospital, PO Box 533, Wentworthville, NSW, 2145, Australia
                [2 ]Northern Melbourne Institute of TAFE, Yarra Bend Road, Fairfield, Vic, 3078, Australia
                [3 ]Royal Australian & New Zealand College of Psychiatrists, 309 LaTrobe Street, Melbourne, Victoria 3000, Australia
                [4 ]Department of Psychological Medicine, Women's and Children's Hospital, 72 King William Street, North Adelaide, South Australia, 5006, Australia
                Copyright ©2011 Boyce et al; licensee BioMed Central Ltd.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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