A Multistakeholder Approach to the Development of Entrustable Professional Activities in Complex Care

被引：14

作者：

Huth, Kathleen ^{[1
,2
]}

Henry, Duncan ^{[3
,4
]}

Fabersunne, Camila Cribb ^{[4
,5
]}

Coleman, Cara L. ^{[6
,7
]}

Frank, Brigit ^{[8
]}

Schumacher, Daniel ^{[9
]}

Shah, Neha ^{[10
,11
]}

机构：

[1] Boston Childrens Hosp, Dept Pediat, Boston, MA 02115 USA

[2] Harvard Med Sch, Boston, MA 02115 USA

[3] UCSF Benioff Childrens Hosp, UCSF Pediat Residency Program, San Francisco, CA USA

[4] Univ Calif San Francisco, Dept Pediat, San Francisco, CA USA

[5] UCSF Benioff Childrens Hosp, San Francisco, CA USA

[6] Family Voices Inc, Lorton, VA USA

[7] Virginia Commonwealth Univ, Sch Med, Richmond, VA USA

[8] Family Voices Wisconsin, Madison, WI USA

[9] Cincinnati Childrens Hosp Med Ctr, Dept Pediat, Cincinnati, OH 45229 USA

[10] Childrens Natl Hosp, Hosp Med Div, Washington, DC USA

[11] George Washington Univ, Sch Med & Hlth Sci, Washington, DC 20052 USA

来源：

ACADEMIC PEDIATRICS | 2022年 / 22卷 / 02期

关键词：

children with medical complexity; complex care; curriculum development; entrustable professional activities; MEDICAL COMPLEXITY; CHILDREN;

D O I：

10.1016/j.acap.2021.09.014

中图分类号：

R72 [儿科学];

学科分类号：

100202 ;

摘要：

BACKGROUND: Care of children with medical complexity (CMC) involves unique knowledge, skills, and attitudes. Previous work has identified curricular priorities in complex care for pediatricians yet there are no established competency frameworks to guide curriculum development. We aimed to develop and appraise Entrustable Professional Activities (EPAs) for the care of CMC with multistakeholder involvement. METHODS: We recruited complex care practitioners to develop EPAs using a template for elaborating descriptive elements. A team of clinicians, educators, trainees, and family leaders refined EPAs and mapped content to the Accreditation Council for Graduate Medical Education Milestones. We conducted virtual focus groups to assess whether EPAs represented the essential skills of pediatricians caring for CMC. Focus group data were analyzed using content analysis. RESULTS: Content experts developed 11 EPAs for the care of CMC describing knowledge, skills, and attitudes required for attaining competency. EPAs were mapped to 21 of the 21 (100%) reporting pediatric milestones. Focus group participants endorsed and refined EPA content. Categories of feedback included clarifying medical knowledge, expanding on interpersonal communication skills, emphasizing systems-based practice, and affirming family partnership. CONCLUSIONS: A systematic approach to developing EPAs for the care of CMC provides a guide for curriculum development and assessment in complex care.

引用

页码：184 / 189

页数：6

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