Competency-Based Medical Education:
An outcomes-based approach to the design, implementation, assessment and evaluation of a medical education program using an organizing framework of competencies.
An observable ability of a health professional related to a specific activity that integrates knowledge, skills, values, and attitudes. Since they are observable, they can be measured and assessed. They can be assembled like building blocks to facilitate progressive development.
Possessing the knowledge, skills, and attitudes across multiple domains or aspects of performance in a certain context. Statements about competence require descriptive qualifiers to define the relevant abilities, context, and stage of training. Competence is multi-dimensional and dynamic, changing with time, experience, and setting.
Entrustable professional activities (EPAs):
The specific knowledge, skills and attitudes acquired over the course of training that society and our profession believe are critical to performing as a physician. EPAs are defined by milestones in each competency.
A significant point in development and helps to define the appropriate developmental trajectory of a trainee. Milestones identify the discrete knowledge, skills, and attitudes expected of learners as they progress through training.
Standardized descriptions that will be used to identify and describe residents as they move toward competence in a category or EPA. Program directors will NOT be asked to write individual narratives about each resident.