Background: Competency-based medical education (CBME) has been the mandate
by regulatory bodies of medical education in India, and implementation is an evolving
process. This study aimed to identify and propose a set of entrustable professional
activities (EPAs) for a master’s degree in psychiatry. An attempt has been made to
present it in the form of a portfolio. Methodology: Faculty experts in psychiatry went
through phases of review to select appropriate EPAs for postgraduate residents from
divergent thinking to development of portfolio. Results: One hundred and sixty-seven
EPAs were identified and are presented. These were divided according to expertise
required. Of these, 54% were considered vital, 30% essential, and 16% desirable.
Conclusion: It is envisaged that the use of EPAs and portfolios will be instrumental
in implementation and success of CBME in psychiatry. It is expected that medical
universities will incorporate them in their curricula. It is also expected that data will be
generated to identify challenges, which shall guide future refinement of the EPAs.
Background: Competency-based medical education (CBME) has been the mandate
by regulatory bodies of medical education in India, and implementation is an evolving
process. This study aimed to identify and propose a set of entrustable professional
activities (EPAs) for a master’s degree in psychiatry. An attempt has been made to
present it in the form of a portfolio. Methodology: Faculty experts in psychiatry went
through phases of review to select appropriate EPAs for postgraduate residents from
divergent thinking to development of portfolio. Results: One hundred and sixty-seven
EPAs were identified and are presented. These were divided according to expertise
required. Of these, 54% were considered vital, 30% essential, and 16% desirable.
Conclusion: It is envisaged that the use of EPAs and portfolios will be instrumental
in implementation and success of CBME in psychiatry. It is expected that medical
universities will incorporate them in their curricula. It is also expected that data will be
generated to identify challenges, which shall guide future refinement of the EPAs.
Background: Competency-based medical education (CBME) has been the mandate
by regulatory bodies of medical education in India, and implementation is an evolving
process. This study aimed to identify and propose a set of entrustable professional
activities (EPAs) for a master’s degree in psychiatry. An attempt has been made to
present it in the form of a portfolio. Methodology: Faculty experts in psychiatry went
through phases of review to select appropriate EPAs for postgraduate residents from
divergent thinking to development of portfolio. Results: One hundred and sixty-seven
EPAs were identified and are presented. These were divided according to expertise
required. Of these, 54% were considered vital, 30% essential, and 16% desirable.
Conclusion: It is envisaged that the use of EPAs and portfolios will be instrumental
in implementation and success of CBME in psychiatry. It is expected that medical
universities will incorporate them in their curricula. It is also expected that data will be
generated to identify challenges, which shall guide future refinement of the EPAs.
Background: Competency-based medical education (CBME) has been the mandate
by regulatory bodies of medical education in India, and implementation is an evolving
process. This study aimed to identify and propose a set of entrustable professional
activities (EPAs) for a master’s degree in psychiatry. An attempt has been made to
present it in the form of a portfolio. Methodology: Faculty experts in psychiatry went
through phases of review to select appropriate EPAs for postgraduate residents from
divergent thinking to development of portfolio. Results: One hundred and sixty-seven
EPAs were identified and are presented. These were divided according to expertise
required. Of these, 54% were considered vital, 30% essential, and 16% desirable.
Conclusion: It is envisaged that the use of EPAs and portfolios will be instrumental
in implementation and success of CBME in psychiatry. It is expected that medical
universities will incorporate them in their curricula. It is also expected that data will be
generated to identify challenges, which shall guide future refinement of the EPAs.
Background: Competency-based medical education (CBME) has been the mandate
by regulatory bodies of medical education in India, and implementation is an evolving
process. This study aimed to identify and propose a set of entrustable professional
activities (EPAs) for a master’s degree in psychiatry. An attempt has been made to
present it in the form of a portfolio. Methodology: Faculty experts in psychiatry went
through phases of review to select appropriate EPAs for postgraduate residents from
divergent thinking to development of portfolio. Results: One hundred and sixty-seven
EPAs were identified and are presented. These were divided according to expertise
required. Of these, 54% were considered vital, 30% essential, and 16% desirable.
Conclusion: It is envisaged that the use of EPAs and portfolios will be instrumental
in implementation and success of CBME in psychiatry. It is expected that medical
universities will incorporate them in their curricula. It is also expected that data will be
generated to identify challenges, which shall guide future refinement of the EPAs.
Background: Competency-based medical education (CBME) has been the mandate
by regulatory bodies of medical education in India, and implementation is an evolving
process. This study aimed to identify and propose a set of entrustable professional
activities (EPAs) for a master’s degree in psychiatry. An attempt has been made to
present it in the form of a portfolio. Methodology: Faculty experts in psychiatry went
through phases of review to select appropriate EPAs for postgraduate residents from
divergent thinking to development of portfolio. Results: One hundred and sixty-seven
EPAs were identified and are presented. These were divided according to expertise
required. Of these, 54% were considered vital, 30% essential, and 16% desirable.
Conclusion: It is envisaged that the use of EPAs and portfolios will be instrumental
in implementation and success of CBME in psychiatry. It is expected that medical
universities will incorporate them in their curricula. It is also expected that data will be
generated to identify challenges, which shall guide future refinement of the EPAs.
Background: Competency-based medical education (CBME) has been the mandate
by regulatory bodies of medical education in India, and implementation is an evolving
process. This study aimed to identify and propose a set of entrustable professional
activities (EPAs) for a master’s degree in psychiatry. An attempt has been made to
present it in the form of a portfolio. Methodology: Faculty experts in psychiatry went
through phases of review to select appropriate EPAs for postgraduate residents from
divergent thinking to development of portfolio. Results: One hundred and sixty-seven
EPAs were identified and are presented. These were divided according to expertise
required. Of these, 54% were considered vital, 30% essential, and 16% desirable.
Conclusion: It is envisaged that the use of EPAs and portfolios will be instrumental
in implementation and success of CBME in psychiatry. It is expected that medical
universities will incorporate them in their curricula. It is also expected that data will be
generated to identify challenges, which shall guide future refinement of the EPAs.
Background: Competency-based medical education (CBME) has been the mandate
by regulatory bodies of medical education in India, and implementation is an evolving
process. This study aimed to identify and propose a set of entrustable professional
activities (EPAs) for a master’s degree in psychiatry. An attempt has been made to
present it in the form of a portfolio. Methodology: Faculty experts in psychiatry went
through phases of review to select appropriate EPAs for postgraduate residents from
divergent thinking to development of portfolio. Results: One hundred and sixty-seven
EPAs were identified and are presented. These were divided according to expertise
required. Of these, 54% were considered vital, 30% essential, and 16% desirable.
Conclusion: It is envisaged that the use of EPAs and portfolios will be instrumental
in implementation and success of CBME in psychiatry. It is expected that medical
universities will incorporate them in their curricula. It is also expected that data will be
generated to identify challenges, which shall guide future refinement of the EPAs.
