{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,9,24]],"date-time":"2026-09-24T19:45:42Z","timestamp":1790279142756,"version":"4.1.0"},"reference-count":10,"publisher":"The Association of Faculties of Medicine of Canada","issue":"5","license":[{"start":{"date-parts":[[2024,11,12]],"date-time":"2024-11-12T00:00:00Z","timestamp":1731369600000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0"}],"content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":["Can. Med. Ed. J"],"abstract":"<jats:p>Competency Based Medical Education (CBME) is pushing the medical profession to be more accountable in our standards of assessment. This has led us to focus our efforts at the top of Miller\u2019s pyramid, where we aim to see what the trainee \u2018does\u2019 in the clinical environment. In Canadian Royal College specialty training, this has come in the form of workplace-based supervision of trainees performing Entrustable Professional Activities (EPAs). This is unfamiliar territory for many residents and faculty, and implementation of an additional assessment process into already busy clinical practice has been particularly challenging. Because EPA assessments serve as significant contributors in new programs of assessment, failure to collect high quality EPA assessments threaten the validity of this new system. Understanding the barriers to and enablers of EPA acquisition can inform faculty development initiatives to ensure success.\nBased on our previous work studying early experiences of EPA assessment acquisition in Emergency Medicine, we have identified eight key concepts to guide faculty development initiatives, namely: the rationale for CBME, the \u2018behind the scenes\u2019 of CBME, how to construct rich narrative comments, effective use of supervision scales, the tension of EPA assessments being both formative and summative, the importance of a shared responsibility between residents and faculty for EPA assessment completion, familiarity with the suite of EPAs, and tips and tricks for incorporating EPA assessment completion into busy clinical practice. These key concepts can be integrated into an overall faculty development strategy for building this now essential skill set.<\/jats:p>","DOI":"10.36834\/cmej.78320","type":"journal-article","created":{"date-parts":[[2024,11,14]],"date-time":"2024-11-14T11:48:30Z","timestamp":1731584910000},"page":"137-141","source":"Crossref","is-referenced-by-count":4,"title":["Eight ways to support faculty with Entrustable Professional Activities"],"prefix":"10.36834","volume":"15","author":[{"ORCID":"https:\/\/orcid.org\/0000-0002-3811-1369","authenticated-orcid":false,"given":"Rob","family":"Woods","sequence":"first","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Melissa","family":"Bouwsema","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-2730-8190","authenticated-orcid":false,"given":"Warren","family":"Cheung","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1227-5397","authenticated-orcid":false,"given":"Andrew","family":"Hall","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6104-462X","authenticated-orcid":false,"given":"Teresa","family":"Chan","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-5825-8483","authenticated-orcid":false,"given":"Quinten","family":"Paterson","sequence":"additional","affiliation":[],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"22580","published-online":{"date-parts":[[2024,11,12]]},"reference":[{"key":"75144","doi-asserted-by":"crossref","unstructured":"Frank JR, Karpinski J, Sherbino J, et al. Competence By Design: a transformational national model of time-variable competency-based postgraduate medical education. Perspect Med Educ. 2024;13(1). https:\/\/doi.org\/10.5334\/pme.1096","DOI":"10.5334\/pme.957"},{"key":"75145","doi-asserted-by":"crossref","unstructured":"Paterson QS, Alrimawi H, Sample S, et al. Examining enablers and barriers to entrustable professional activity acquisition using the theoretical domains framework: w qualitative framework analysis study. AEM Educ Train. 2023;7(2):e10849. https:\/\/doi.org\/10.1002\/aet2.10849","DOI":"10.1002\/aet2.10849"},{"key":"75146","doi-asserted-by":"crossref","unstructured":"Cruess SR. Professionalism and medicine\u2019s social contract with society. Clin Orthop. 2006;449:170-176. https:\/\/doi.org\/10.1097\/01.blo.0000229275.66570.97","DOI":"10.1097\/01.blo.0000229275.66570.97"},{"key":"75147","doi-asserted-by":"crossref","unstructured":"Oswald A, Dubois D, Snell L, et al. Implementing Competence Committees on a National Scale: Design and Lessons Learned. Perspect Med Educ. 2024;13(1):56-67. https:\/\/doi.org\/10.5334\/pme.961","DOI":"10.5334\/pme.961"},{"key":"75148","doi-asserted-by":"crossref","unstructured":"Richardson D, Landreville JM, Trier J, et al. Coaching in Competence by Design: a new model of coaching in the moment and coaching over time to support large scale implementation. Perspect Med Educ. 2024;13(1):33-43. https:\/\/doi.org\/10.5334\/pme.959","DOI":"10.5334\/pme.959"},{"key":"75149","unstructured":"Woods R, Elder J. Context...Performance...Recommendation and Reinforcement (CPR2): bringing narrative comments to life in competency based medical education. Available at https:\/\/icenet.blog\/2024\/02\/06\/contextperformancerecommendation-and-reinforcement-cpr2-bringing-supervisor-narrative-comments-to-life-in-competency-based-medical-education\/ [Accessed Mar 6, 2024]."},{"key":"75150","doi-asserted-by":"crossref","unstructured":"Richardson D, Kinnear B, Hauer KE, et al. Growth mindset in competency-based medical education. Med Teach. 2021;43(7):751-757. https:\/\/doi.org\/10.1080\/0142159X.2021.1928036","DOI":"10.1080\/0142159X.2021.1928036"},{"key":"75151","doi-asserted-by":"crossref","unstructured":"Watling CJ, Ginsburg S. Assessment, feedback and the alchemy of learning. Med Educ. 2019;53(1):76-85. https:\/\/doi.org\/10.1111\/medu.13645","DOI":"10.1111\/medu.13645"},{"key":"75152","doi-asserted-by":"crossref","unstructured":"Cheung WJ, Bhanji F, Gofton W, et al. Design and Implementation of a national program of assessment model \u2013 integrating Entrustable Professional Activity assessments in Canadian specialist postgraduate medical education. Perspect Med Educ. 2024;13(1):44-55. https:\/\/doi.org\/10.5334\/pme.956","DOI":"10.5334\/pme.956"},{"key":"75153","doi-asserted-by":"crossref","unstructured":"Mador B, Daniels VJ, Oswald A, Turner SR. Learner phenotypes in Competency-Based Medical Education. 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