Background: entrustable professional activities (EPAs) have become an important component of competency-based medical
education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate
medical curricula including EPAs.
Methods: we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses
extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis
was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to
19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education.
Results: we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three
of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six
curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine
learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are
lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making
capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs
with geriatric competencies.
Conclusions: geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those
adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how
geriatric learning objectives can be successfully covered within future EPA frameworks.
Background: entrustable professional activities (EPAs) have become an important component of competency-based medical
education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate
medical curricula including EPAs.
Methods: we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses
extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis
was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to
19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education.
Results: we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three
of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six
curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine
learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are
lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making
capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs
with geriatric competencies.
Conclusions: geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those
adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how
geriatric learning objectives can be successfully covered within future EPA frameworks.
Background: entrustable professional activities (EPAs) have become an important component of competency-based medical
education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate
medical curricula including EPAs.
Methods: we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses
extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis
was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to
19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education.
Results: we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three
of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six
curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine
learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are
lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making
capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs
with geriatric competencies.
Conclusions: geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those
adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how
geriatric learning objectives can be successfully covered within future EPA frameworks.
Background: entrustable professional activities (EPAs) have become an important component of competency-based medical
education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate
medical curricula including EPAs.
Methods: we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses
extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis
was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to
19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education.
Results: we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three
of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six
curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine
learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are
lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making
capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs
with geriatric competencies.
Conclusions: geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those
adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how
geriatric learning objectives can be successfully covered within future EPA frameworks.
Background: entrustable professional activities (EPAs) have become an important component of competency-based medical
education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate
medical curricula including EPAs.
Methods: we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses
extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis
was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to
19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education.
Results: we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three
of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six
curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine
learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are
lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making
capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs
with geriatric competencies.
Conclusions: geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those
adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how
geriatric learning objectives can be successfully covered within future EPA frameworks.
Background: entrustable professional activities (EPAs) have become an important component of competency-based medical
education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate
medical curricula including EPAs.
Methods: we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses
extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis
was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to
19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education.
Results: we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three
of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six
curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine
learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are
lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making
capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs
with geriatric competencies.
Conclusions: geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those
adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how
geriatric learning objectives can be successfully covered within future EPA frameworks.
Background: entrustable professional activities (EPAs) have become an important component of competency-based medical
education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate
medical curricula including EPAs.
Methods: we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses
extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis
was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to
19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education.
Results: we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three
of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six
curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine
learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are
lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making
capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs
with geriatric competencies.
Conclusions: geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those
adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how
geriatric learning objectives can be successfully covered within future EPA frameworks.
Background: entrustable professional activities (EPAs) have become an important component of competency-based medical
education. The aim of this study is to evaluate how geriatric medicine learning objectives are addressed by undergraduate
medical curricula including EPAs.
Methods: we performed a scoping review following Preferred Reporting Items for Systematic Reviews and Meta-Analyses
extension for Scoping Reviews guidelines to identify undergraduate medical curricula that include EPAs. A content analysis
was conducted to examine how these curricula address the care of older individuals. In addition, we mapped the curricula to
19 geriatric medicine learning objectives identified from the European curriculum of undergraduate medical education.
Results: we found nine curricula, each containing between 4 and 16 core EPAs. In the sections describing the EPAs, three
of the nine curricula specify that all core EPAs apply to all age groups including older patients, whereas the remaining six
curricula either only refer to older patients in selected EPAs or not at all. Mapping revealed that some geriatric medicine
learning objectives are covered by most curricula (e.g. medication use, multidisciplinary team work), whereas others are
lacking in the majority (e.g. normal ageing, geriatric assessment, cognitive assessment, nutrition assessment, decision-making
capacity assessment, long-term care). Three curricula cover most geriatric learning objectives by using a matrix aligning EPAs
with geriatric competencies.
Conclusions: geriatric learning objectives continue to be missing from undergraduate medical curricula, also from those
adopting the novel approach of EPAs. However, this review also identified some curricula that might serve as models for how
geriatric learning objectives can be successfully covered within future EPA frameworks.
