USING ENTRUSTABLE PROFESSIONAL ACTIVITIES (EPA) TECHNOLOGY IN TEACHING ANESTHESIOLOGY TO DEVELOP STUDENTS’ PROFESSIONAL COMPETENCIES
DOI:
https://doi.org/10.47390/SPR1342V5SI10Y2025N67Keywords:
Entrustable Professional Activities, competency-based medical education, anesthesiology, clinical training, simulation-based learning, reflective practice, professional trust, assessment framework.Abstract
This article explores the theoretical and practical aspects of implementing the Entrustable Professional Activities (EPA) framework in the teaching of anesthesiology and resuscitation. Competency-based medical education (CBME) requires not only theoretical knowledge but also the ability to apply clinical skills independently and responsibly in real healthcare settings. The EPA approach provides a structured and measurable system for assessing students’ readiness for clinical practice through progressively increasing levels of professional trust.
The study analyzes the methodological foundations of EPA, its integration with simulation-based learning, and the development of clinical thinking and decision-making competencies among students. It also discusses the design of EPA indicators, levels of entrustment, and assessment criteria tailored for anesthesiology training. The implementation of EPA enhances the transparency of evaluation, fosters student autonomy, and promotes reflective practice.
The results demonstrate that applying EPA technology significantly improves students’ practical readiness, self-assessment abilities, and responsibility in performing clinical tasks. Therefore, EPA represents a promising model for modernizing anesthesiology education and preparing future medical professionals for independent, evidence-based clinical work.
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