Entrustable professional activities for radiology residents: A case-based assessment framework

Document Type

Article

Department

Radiology

Abstract

Background: Entrustable professional activities were formally integrated into the radiology residency program in 2024 through a structured approach, with assessments conducted across all four years of training by the Department of Postgraduate Medical Education, in alignment with the guidelines of the Accreditation Council for Graduate Medical Education. This study evaluates the Entrustable professional activities framework, its implementation process, and the outcomes of case-based assessments within the radiology residency program.
Methods: A total of 26 residents participated in the study, including eight from Year 1 and six each from Years 2, 3, and 4. Each resident received a list of EPAs appropriate to their level of training. A range of teaching and learning strategies, along with multiple assessment methods, were employed to evaluate performance. A minimum score of 80% was required to pass the assessment. Residents scoring below this threshold received targeted feedback and were scheduled for remedial assessments. Feedback from both faculty and residents was collected following the completion of the activity.
Results: Of the 26 residents assessed, 24 (92%) achieved scores above the 80% passing threshold. The two residents who scored below this benchmark received individualized feedback and were scheduled for remediation.
Conclusion: The implementation of the EPA-based learning and assessment framework for radiology residents proved to be effective, providing a structured and reliable approach for evaluating core competencies. The integration of structured teaching and learning activities, systematic assessments, and interactive feedback enhanced resident engagement and improved learning outcomes, establishing a strong foundation for continued improvements in residency training.

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Pagination is not provided by author/publisher

AKU Student

no

Publication (Name of Journal)

BMC medical education

DOI

10.1186/s12909-025-08227-y

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