General Internal Medicine (GIM): do the Puzzle Pieces Portray the Picture? A Continuous Quality Improvement Process for Entrustable Professional Activities (EPAs)

Main Article Content

Samantha Halman
Laura Marcotte
Michelle Elizov
Lynfa Stroud
Jolanta Karpinski
Sharon E Card

Keywords

Competency Based Medical Education., General Internal Medicine Education

Abstract

Defining General Internal Medicine (GIM) has been difficult due to the tension between ensuring flexibility for varied environments and the need for national standards. With the launch of competency-based medical education, the Royal College of Physicians and Surgeons of Canada Specialty Committee in GIM (SCGIM) (national standard-setting body) had the opportunity to explicitly define the discipline via elaboration of the GIM competencies and Entrustable Professional Activities (EPAs). Defining the EPAs is the essence of defining the tasks of the discipline. We describe our SCGIM approach to the continuous review of the theoretical written documentation around EPAs in the “real world environment” in order to continuously refine the EPAs and ensure they are facilitating skill attainment. Major lessons learned (1) centralized feedback with simple reporting and multiple input is best; (2) there is tension between theory (perfect EPAs) and practical implementation; (3) it takes time to see how the EPAs are performing.


Résumé
Il a été difficile de définir la médecine interne générale (MIG) en raison de la tension entre la nécessité d’assurer la souplesse pour des environnements variés et le besoin de normes nationales. Grâce au lancement de la formation médicale par compétences, le comité de spécialité en MIG (CSMIG) du Collège royal des médecins et chirurgiens du Canada (organisme national de normalisation) a eu l’occasion de définir explicitement la discipline en élaborant les compétences en MIG et les activités professionnelles confiables (APC). Définir les APC consiste essentiellement à définir les tâches de la discipline. Nous décrivons notre approche du CSMIG de l’examen continu de la documentation théorique écrite concernant les APC « en situation réelle » pour améliorer continuellement les APC et veiller à ce qu’elles facilitent l’acquisition des compétences. Principales leçons apprises : a) la rétroaction centralisée avec des rapports simples et des commentaires multiples convi-ent le mieux; b) il existe une tension entre la théorie (APC parfaites) et l’application dans la pratique; c) il faut du temps avant de constater le rendement des APC.

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