| Autor: |
Schumacher DJ; Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, OH, USA., Cate OT; Center for Research Development of Education, University Medical Center Utrecht, Utrecht, The Netherlands., Damodaran A; Prince of Wales Clinical School, Faculty of Medicine, UNSW Sydney, Sydney, Australia., Richardson D; Department of Medicine, University of Toronto, Toronto, Canada.; The Royal College of Physicians and Surgeons, Ottowa, Canada., Hamstra SJ; Accreditation Council for Graduate Medical Education, Chicago, IL, USA.; University of Ottawa, Ontario, Canada.; Department of Medical Education, Feinberg School of Medicine, Northwestern University, Chicago, IL, USA., Ross S; Department of Family Medicine, University of Alberta, Edmonton, Canada., Hodgson J; Virginia-Maryland College of Veterinary Medicine, Blacksburg, VA, USA., Touchie C; The Medical Council of Canada, University of Ottawa, Ottawa, Canada., Molgaard L; University of Minnesota College of Veterinary Medicine, St. Paul, MN, USA., Gofton W; Royal College of Physicians and Surgeons of Canada, University of Ottawa, Ottawa, Canada., Carraccio C; American Board of Pediatrics, Chapel Hill, NC, USA. |
| Abstrakt: |
With the rapid uptake of entrustable professional activties and entrustment decision-making as an approach in undergraduate and graduate education in medicine and other health professions, there is a risk of confusion in the use of new terminologies. The authors seek to clarify the use of many words related to the concept of entrustment, based on existing literature, with the aim to establish logical consistency in their use. The list of proposed definitions includes independence, autonomy, supervision, unsupervised practice, oversight, general and task-specific trustworthiness, trust, entrust(ment), entrustable professional activity, entrustment decision, entrustability, entrustment-supervision scale, retrospective and prospective entrustment-supervision scales, and entrustment-based discussion. The authors conclude that a shared understanding of the language around entrustment is critical to strengthen bridges among stages of training and practice, such as undergraduate medical education, graduate medical education, and continuing professional development. Shared language and understanding provide the foundation for consistency in interpretation and implementation across the educational continuum. |
