Foundations Entrustable Professional Activities
The following table describes the MD Program’s Foundations Entrustable Professional Activities (EPAs). The Foundations EPAs are grounded in the AFMC EPAs, which are pan-Canadian core clinical activities that all medical students should be able to perform with an indirect level of supervision (supervisor is not in the room but is available to provide assistance) day one of residency. The Foundations EPAs describe activities in which U of T medical students should demonstrate satisfactory progress by the end of Year 2, prior to entry to Clerkship.
Detailed information regarding course-specific Foundations EPAs is available on each course’s website (UTORid login required): https://meded.utoronto.ca/medicine/courses. Those details include the curricular learning outcomes and corresponding assessment expectations for learners in each Foundations course, which are shown in the context of the MD Program competency framework and the Foundations EPAs.
# | Foundations EPAs (F-EPA) | AFMC EPAs |
| 1 | Obtain a history and perform a physical examination | Obtain a history and perform a physical examination adapted to the patient’s clinical situation |
| 2 | Formulate and justify a differential diagnosis of common clinical presentations, integrating basic science, clinical, and psychosocial concepts | Formulate and justify a prioritized differential diagnosis |
| 3 | Formulate an initial plan of investigations based on diagnostic hypotheses on a simulated patient or under supervision in clinical setting | Formulate an initial plan of investigations based on diagnostic hypotheses |
| 4 | Provide basic interpretation of common diagnostic and screening tests on a simulated patient | Interpret and communicate results of common diagnostic and screening tests |
| 5 | Formulate a reasonable management plan for common presentations on a simulated patient | Formulate, communicate, and implement management plans |
| 6 | Present oral and written reports that document a clinical encounter on a simulated patient or in a clinical setting under supervision | Present Oral and Written Reports that document a clinical encounter |
| 7 | Describe the importance, process, and challenges of a Handover in Transitions of Care | Provide and Receive the Handover in Transitions of Care |
| 8 | Recognize a patient requiring urgent or emergent care and seek help. Suggest an initial management plan on a simulated patient | Recognize a patient requiring urgent or emergent care, provide initial management and seek help |
| 9 | Communicate in simulated challenging situations | Communicate in difficult situations |
| 10 | Describe quality improvement principles and practices and their importance for patient care | Participate in Health Quality Improvement Initiatives |
| 11 | Recognize one’s limitations regarding procedures in a clinical setting | Perform general procedures of a physician |
| 12 | Describe the principles of Disease Management, Health Promotion, and Preventative Medicine and their application to health behaviour change | Educate Patients on Disease Management, Health Promotion, and Preventative Medicine |
| 13 | Describe best practices and challenges of effective interprofessional collaboration | Collaborate as a member of an interprofessional team |
The Foundations EPAs were approved by the MD Program Curriculum Committee on July 7, 2020.