ArticleThe clinical teacher2025
Perspectives on Involving Patients in the Teaching and Assessment of Entrustable Professional Activities in Competence by Design.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
- Perspectives on Involving Patients in the Teaching and Assessment of Entrustable Professional Activities in Competence by Design.The clinical teacher · 2025Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundInvolving patients in teaching and assessing entrustable professional activities (EPAs) within competency-based medical education (CBME) enhances the authenticity of postgraduate medical education and helps develop learners' skills. However, CBME, including Competence by Design in Canada, lacks clear guidance on involving patients. This study examines faculty members' perspectives on involving patients in teaching and assessing EPAs.
methodsWe conducted semistructured interviews with 25 faculty members from 14 Canadian medical schools across eight residency specialties. We asked participants how they envisioned patients being involved in teaching and assessing EPAs during EPA creation, how they thought patients could contribute to teaching and assessing EPAs, and what they perceived as barriers. We analysed the data thematically.
findingsFaculty members view patients as subjects for teaching EPAs rather than as teachers of EPAs. However, they noted that patients can teach aspects of EPAs through storytelling, if provided the opportunity. They recognized the value of patients as assessors, particularly in formative assessments of learners' nontechnical skills embedded within EPAs. Nevertheless, they expressed concerns about patient involvement in summative assessments and a lack of EPAs focusing on skills that patients can assess. They noted several barriers to involving patients in teaching and assessing EPAs.
conclusionOur study underscores the pressing need for change and the crucial role of more explicit guidance on involving patients in teaching and assessing EPAs. This is not just a matter of academic interest, but a step towards enhancing the quality of medical education.
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