Abstract:

Introduction:
Quality healthcare and patient education have become a challenge for healthcare professionals today. They need to make sure that patients receive the information they need to make informed decisions. Patients and their families are given a multitude of information about their health and commonly must make important decisions from these facts [2].

Theoretical review:
The decision to trust a medical trainee with the critical responsibility to care for a patient is fundamental to clinical training. When carefully and deliberately made, such decisions can serve as significant stimuli for learning and also shape the assessment of trainees. When carelessly made, however, they jeopardize patient safety. Entrustment decision-making processes, therefore, deserve careful analysis [4].
Two frameworks for assessment in Competency-based medical education (CBME) have been promoted: EPAs and milestones that define a developmental trajectory for individual competencies. EPAs are observable and measureable units of work that can be mapped to competencies and milestones critical to performing them safely and effectively [3]. Patient education methods are diverse – informative, demonstration is useful if the patient needs to learn new techniques or skills. Printed instructions are also distributed, but information on the Internet may not always be available [2].
Finally, care programs aim to produce highly competent professionals who provide safe and high-quality care [1].

Objectives:
Analyze the competence of medical students’ and the application of EPAs in the education of patients.

Methodology:
Qualitative researh design, case analysis:
1. Research and analysis Nursing and Physician’s assistant programs study courses and clinical placement diaries in the field of patient education for the period 2015-2019.
2. Analysis of clinical placement diaries in health- care study programs Nursing, Physicians assistant for the period 2015-2019.

Conclusions:
1. EPAs can be developed and tested in patient education.
2. Patient education competencies nominated in the study courses are partially reflected in the skills acquired in practice.
3. The development of EPAs in the field of patient education can improve the quality and safety of patient care.

References:
[1] C. Carraccio, R. Englander, J. Gilhooly, R. Mink, D. Hofkosh, M. A. Barone & E. S. Holmboe, Building a framework of entrustable professional activities, supported by competencies and milestones, to bridge the educational continuum. Academic Medicine, 92(3), 324-330., 2017.
[2] L. Beagley, Educating patients: understanding barriers, learning styles, and teaching techniques. Journal of PeriAnesthesia Nursing, 26(5), 331-337., 2011.
[3] M. Anema, & J. McCoy, Competency based nursing education: guide to achieving outstanding learner outcomes. Springer Publishing Company., 2009.
[4]O. Ten Cate, D. Hart, F. Ankel, J. Busari, R. Englander, N. Glasgow, ... & C. Touchie, Entrustment decision making in clinical training. Academic Medicine, 91(2), 191-198., 2016.

Keywords:

Competencies, Entrustable professional activities (EPA), patient education, students.