Introduction Our ability to assess independent trainee performance is a key element of
competency‐based medical education (CBME). In workplace‐based clinical settings …

Purpose The drive toward competency-based education frameworks has created a tension
between competing desires—for quantified, standardized measures on one hand, and for an …

Purpose To explore validity evidence for the use of entrustable professional activities (EPAs)
as an assessment framework in medical education. Method Formative assessments on the …

Context Assessment for and of learning in workplace settings is at the heart of competency‐
based medical education. In postgraduate medical education (PGME), entrustable …

Abstract Background The University of New South Wales (UNSW) Faculty of Medicine
replaced its old content-based curriculum with an innovative new 6-year undergraduate …

Meaningful residency education occurs at the bedside, along with opportunities for situated
in-training assessment. A necessary component of workplace-based assessment (WBA) is …

Background Competency-based medical education (CBME) was expected to increase the
workload of assessment for graduate training programs to support the development of …

Work-based assessment (WBA) is the assessment of trainees and physicians across the
educational continuum of day-to-day competencies and practices in authentic, clinical …

Context Inadequate documentation of observed trainee incompetence persists despite
research‐informed solutions targeting this failure to fail phenomenon. Documentation could …

Entrustable professional activities (EPAs) describe activities that qualified professionals
must be able to perform to deliver safe and effective care to patients. The entrustable aspect …