Article Gold Open Access 2023

Commentary on alignment of medical student assessment and vocational training in psychiatry and addiction medicine

LJ
Looi, Jeffrey Chee Leong
 BD
Bonner, Daniel
 MP
Maguire, Paul A.
 BM
Brazel, Matthew
 KP
Keightley, Philip C.
 RR
Reay, Rebecca E.
 TM
Tedeschi, Michael
Australasian Psychiatry
Journal · Vol. 31 · Issue 2 · pp. 220-223
Abstract

Objective: To comment upon the potential for alignment of medical student assessment and vocational specialist training through the RANZCP-CanMEDS model of Entrustable Professional Activities (EPAs) and Workplace-Based Assessments (WBAs). We discuss a specific post hoc example of such an alignment in an Australian graduate medical school in Psychiatry and Addiction Medicine. Conclusions: Vocational training models of assessment, such as the RANZCP specialist training program for psychiatrists, can potentially be mapped to medical student education in formative and summative assessment through CanMEDs-based EPAs and WBAs, to assist in transition to specialist training. © The Royal Australian and New Zealand College of Psychiatrists 2023.

Keywords

Author Keywords

Vocational training medical education workplace-based assessments CanMEDs Entrustable professional activity

Index Keywords

training human medical education Humans Article workplace Vocational education curriculum Australia education vocation medical student Students, Medical medical school competency-based education addiction medicine psychiatrist psychiatry
Author Affiliations
Academic Unit of Psychiatry and Addiction Medicine, Canberra Hospital, Canberra, ACT, Australia
Funding & Acknowledgements
UK Research and Innovation, UKRI
Grant: 104822
References 10 References
1 Entrustable Professional Activities, (2022)
2 Workplace Based Assessments Wbas, (2022)
3 Canmeds 2005 Physician Competency Framework, (2005)
4 Stage 1 Curriculum Map, (2022)
5 Bramley, Andrea Louise, Entrustable professional activities in entry-level health professional education: A scoping review, Medical Education, 55, 9, pp. 1011-1032, (2021)
6 O’Dowd, Emily, A systematic review of 7 years of research on entrustable professional activities in graduate medical education, 2011–2018, Medical Education, 53, 3, pp. 234-249, (2019)
7 Soukoulis, Victor, The use of EPA assessments in decision-making: Do supervision ratings correlate with other measures of clinical performance?, Medical Teacher, 43, 11, pp. 1323-1329, (2021)
8 Klapheke, Martin, Aligning Medical Student Workplace-Based Assessments with Entrustable Professional Activities and the RIME Model in a Psychiatry Clerkship, Academic Psychiatry, 46, 3, pp. 283-288, (2022)
9 Ryan, Michael S., Competency-based medical education across the continuum: How well aligned are medical school EPAs to residency milestones?, Medical Teacher, 44, 5, pp. 510-518, (2022)
10 Pinilla, Severin, Workplace-based assessments of entrustable professional activities in a psychiatry core clerkship: an observational study, BMC Medical Education, 21, 1, (2021)
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