Entrustable professional activities (EPAs) serve as a critical instrument bridging competency frameworks and clinical practice, and have garnered widespread attention in medical education both domestically and internationally. This article systematically reviews the origin, theoretical framework, and operational mechanisms of EPAs, summarizes their current application status and developmental trajectory in medical education across China and other countries, and provides an in-depth analysis of the core challenges confronting the localization of EPAs in China, including insufficient multi-center validation, lack of unified evaluation standards, poor articulation across training stages, and incomplete implementation conditions. On this basis, and in consideration of China′s medical education policy environment and practical needs, this article proposes strategic pathways for future localization efforts, with the aim of providing a reference for further research and practical promotion of EPAs in China.
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To develop a framework for clinical teaching management (CTM) position competencies, and to initiate the preliminary application of this framework.
Key groups comprising clinical teaching coordinators, clinical trainees, teaching administrators, and the educational reform practice and research group at Peking Union Medical College Hospital (PUMCH) were selected as research samples. The nominal group technique (NGT) was employed to generate, integrate, and establish a framework, as well as to describe CTM competencies. Additionally, rankings of competency importance were gathered. The competency framework was then utilized to conduct a self-assessment of CTM through a questionnaire survey, scored using the Likert method (ranging from 1 to 5 points), followed by an analysis of the results.
The initial NGT discussion round among key groups led to a consensus on the primary CTM competency framework, which included professionalism, coordinating ability, teaching ability, and teaching innovation. Divergent views emerged regarding the connotations and importance rankings of each dimension. Following the second NGT discussion by the educational reform practice and research group, a self-assessment was carried out using the CTM competency framework. This second discussion round resulted in a competency framework for clinical teaching management positions that encompassed seven dimensions: medical knowledge and skills, learner-centeredness, communication and cooperation, professionalism and role modeling, reflection and improvement, teaching theory and methods, and teaching coordination and management. The self-assessment revealed that, aside from the dimensions of teaching coordination and management and teaching theory and methods, the scores for the other five dimensions were above 80% (4 points).
A preliminary CTM competency framework has been established and applied. The results provide significant insights for guidiny the enhancement and evaluation of competencies.However, specific items within this framework require further validation and refinement through practical application.
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