Supporting Transition to the Workplace through Entrustable Profession Activities: Student and Tutor Perspectives School: Edinburgh Medical School Team Members: Katy Rankin, Alan Jaap, Helen Cameron Abstract In recent years the concept of Entrustable Professional Activities (EnPAs) has begun to be introduced to medical education with the aim of providing a bridge between the theoretical aspects of competency-based curricula and realities of the workplace. EnPAs are tasks or responsibilities to be entrusted to the execution of a student or trainee, the assessment of which is related to the amount of supervision they require. The co-applicants, who are now supervising the principal investigator, were previously awarded a PTAS grant that enabled them to develop a suite of EnPA tasks and a refined supervision scale to aid the process of transition for final year students to clinical practice. This has established Edinburgh Medical School as the UK leader in the undergraduate EnPA field. Assessment of their validity as an assessment tool is underway. We now seek further PTAS funding to allow the principal investigator to explore the educational impact of EnPAs during the implementation phase of this significant curricular innovation. We plan to conduct a qualitative study using focus groups and semi-structured interviews of students and tutors respectively to answer our research questions. Our results will in turn help to ensure students derive maximum benefit from the use of EnPAs in future years. This work will also help to facilitate the transferability of EnPAs to a range of other courses in the University where new graduates are expected to carry out tasks from day one, both within the healthcare context and beyond. Final project report Download the final project report (PDF) This article was published on 2024-02-26
