Use of a Simulation-Based Capstone Course to Teach and Assess Entrustable Professional Activities to Graduating Medical Students

David H Salzman*, William Craig McGaghie, Timothy Wallace Caprio, Elizabeth A. Even, Kathryn Kinner Hufmeyer, Nabil Issa, Eric W Schaefer, Jennifer L Trainor, Diane Bronstein Wayne

*Corresponding author for this work

Research output: Contribution to journalArticle

4 Scopus citations

Abstract

A 3-day simulation-based capstone course was developed and pilot tested for a cohort of graduating medical students to assess their readiness for residency. The intervention taught and assessed individual performance on specific components of the 13 core entrustable professional activities (EPAs) that all medical school graduates should perform independently. Two 6-station clinical skills examinations (CSE) were developed to assess performance before and after a simulation-based educational intervention. Graduating medical students could not reliably perform selected EPAs at baseline. However, a focused 3-day simulation-based capstone experience produced significant improvement in core clinical skills.

Original languageEnglish (US)
Pages (from-to)453-456
Number of pages4
JournalMedical Science Educator
Volume26
Issue number3
DOIs
StatePublished - Sep 1 2016

Keywords

  • Capstone
  • Entrustable professional activities
  • Medical students
  • Simulation

ASJC Scopus subject areas

  • Medicine (miscellaneous)
  • Education

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