Appendix 1: Inpatient Discharge EPA
Inpatient Discharge Entrustable Professional Activity (EPA)
UCSF Internal Medicine Residency
Setting: general medicine inpatient
EPA: Demonstrate the ability to develop and implement a safe discharge plan for a patient and then a series of patients from the acute care setting
Learning goals for interns
· Implement high quality discharge plans to ensure safe transitions in care
· Conduct inter-professional discharge planning with social work and case management staff, interprofessional colleagues, the inpatient team, and outpatient providers
Description
· Work with ancillary health providers (i.e. social workers, case managers, nurses) to determine the discharge plan
· Educate a patient and/or family about the discharge plan, and follow up care plans
· Schedule follow up appointments
· Create a plan for follow up of pending test results at the time of discharge
· Reconcile the discharge medications with the admission medication list
· Complete a discharge summary
Information that informs intern’s performance of this EPA:
· Attendings’ global evaluations
· Residents’ global evaluations
· Attending review of one discharge summary – assessed with rubric, written and verbal feedback to intern
· Intern follow up information about patient’s post discharge course
o Could include phone call to patient or proxy (family, PCP), discussion with nurse who called patient, information about follow up visits
o Intern fills out structured form – addresses quality issues
o Reports back to team
· Intern portfolio entry on patient discharge experiences, self-assessment regarding progress on milestones, learning goals
How to determine that the intern can be trusted to perform this activity independently?
· Review above information 2-3 times per year = progress review
o Global evaluations, any other assessments, resident reflection forwarded to CHEF advisor
o Intern meets with CHEF advisor
Appendix 2: Family Meeting EPA
Family Meeting Entrustable Professional Activity (EPA)
UCSF Internal Medicine Residency
Setting: inpatient medicine ward or general internal medicine continuity clinic
EPA: Lead a family meeting to discuss serious or sensitive news with patient and/or family and other health providers
Learning goals for interns and second year residents
· Learn to conduct a meeting with a patient and/or family to discuss serious news during internship
· Conduct a meeting with a medical team and patient/family to discuss serious news as an intern and/or second year resident
Description
· Establish rapport with the patient and/or family
· Assess the patient/family’s understanding of the patient’s current condition
· Summarize the patient’s medical course and current medical condition
· Deliver serious/sensitive news with clarity and compassion
· Elicit patient/family goals and preferences
· Involve other care providers in the discussion
· Establish a plan of care for the patient
Information that informs performance of this EPA:
· Attendings’ global evaluations
· Other team members’ global evaluations
· Attending feedback on the encounter using rubric
· Resident reflection – brief write up of how the PGY2 thinks s/he’s doing on milestones and learning goals
How to determine that the PGY2 can be trusted to perform this activity independently?
· Review above information 1-2 times per year = progress review
o Global evaluations, attending feedback, resident reflection forwarded to CHEF advisor
o PGY-2 meets with CHEF advisor
· Resident who cannot be entrusted by the midpoint of the PGY2 year could receive additional guidance to be on track to be entrusted by end of PGY2 year, and to teach this skill to PGY1s and PGY2s in the R3 year
Main competencies and milestones addressed with this EPA
· Patient care
o Seek and obtain appropriate, verified, and prioritized data from secondary sources (e.g. family, records, pharmacy)
o Obtain relevant historical subtleties that inform and prioritize both differential diagnoses and diagnostic plans, including sensitive, complicated, and detailed information
o Role model gathering subtle and reliable information from the patient for junior members of the healthcare team
o Recognize when to seek additional guidance
o Customize care in the context of the patient’s preferences and overall health
· Medical knowledge
o Demonstrate sufficient knowledge of socio-behavioral sciences – i.e. health care economics, medical ethics, medical education
· Practice Based Learning
o Determine if clinical evidence can be generalized to an individual patient; Customize clinical evidence for an individual patient
o Communicate risks and benefits of alternatives to patients
o Integrate clinical evidence, clinical context, and patient preferences into decision-making
o Respond welcomingly and productively to feedback from all members of the health care team including faculty, peer residents, students, nurses, allied health workers, patients and their advocates
o Actively seek feedback from all members of the health care team
o Calibrate self-assessment with feedback and other external data
o Reflect on feedback in developing plans for improvement
o Maintain awareness of the situation in the moment, and respond to meet situational needs
o Reflect (in action) when surprised, applies new insights to future clinical scenarios, and reflect (on action) back on the process
· Interpersonal and communication skills
o Provide timely and comprehensive verbal and written communication to patients/advocates
o Effectively use verbal and non-verbal skills to create rapport with patients/families
o Use communication skills to build a therapeutic relationship
o Engage patients/advocates in shared decision making
o Role model effective communication skills in challenging situations
o Actively seek to understand patient differences and views and reflect this in respectful communication and shared decision-making with the patient and the healthcare team
o Engage in collaborative communication with all members of the health care team
· Professionalism
o Demonstrate empathy and compassion to all patients
o Demonstrate a commitment to relieve pain and suffering
o Provide support (physical, psychological, social and spiritual) for dying patients and their families
o Provide leadership for a team that respects patient dignity and autonomy
o Recognize scope of his/her abilities and ask for supervision and assistance appropriately
o Serve as a professional role model for more junior colleagues
o Recognize when it is necessary to advocate for individual patient needs and effectively advocate
o Treat patients with dignity, civility and respect, regardless of race, culture, gender, ethnicity, age or socioeconomic status
· Systems-based practice
o Understand unique roles and services provided by local health care delivery systems
o Manage and coordinate care and care transitions across multiple delivery systems including ambulatory, subacute, acute, rehabilitation, and skilled nursing
o Negotiate patient-centered care among multiple care providers.
Appendix 3: Evaluation rubric for Inpatient Discharge Entrustable Professional Activity (EPA).
Intern Name:
Faculty Reviewer:
Complexity of Discharge (circle one): Straightforward Moderate Highly Complex
Technical evaluation of D/C Summary / Yes / No / CommentsTimely completion of D/C summary (on day of discharge)?
D/C summary accurately and concisely convey the following:
Discharge diagnosis
Concise hospital course by problem
Discharge medications and doses
Follow up needs/plans
Pending tests
Global Evaluation of D/C Plan / Yes / No / Comments
Adequate PCP Communication
Multidisciplinary Communication
Follow up care arranged
Global Assessment of Independence / Done Indepen-dently / Done with Direction / Not Done / Comments
Discharge needs recognized
D/C planning started early
Ancillary recommendations followed-up
Independently remembers necessary items of D/C Plan
Home Assessment
Overall Summary Score: Level Awarded
Assignment of an EPA Level: Interns should achieve a level II-III by the end of intern year. Second year residents should obtain a level III-IV by the end of second year, and Third year residents should reach level IV-V by graduation from residency.
Levels:
I Intern has knowledge and some skill, but is not allowed to perform the EPA independently.
II Intern may act under proactive, ongoing, full supervision.
III Intern may act under reactive supervision, i.e., supervision is readily available on request.
IV Resident may act independently.
V Resident may act as a supervisor and instructor.
Appendix 4. Family Meeting EPA - Critical Reflection Guide
Overview of Critical Reflection
· Reflection (looking back on an experience) is different than Critical Reflection. Critical Reflection is the process of analyzing, questioning, and reframing an experience for the purpose of learning and improving practice. It is an important skill for medical professionals to learn from past experiences and to further develop their clinical skills.
· Know that while the guidelines may seem restrictive, research shows that without such prompts people write anecdotes with little or no evidence of learning.
o Novice reflectors usually 1) just describe their experience and/or 2) draw conclusions with no input from other people or sources. Even when done thoughtfully, this leads to missed opportunities for learning since we can’t know what we don’t know or assume the experiences and interpretations of others will be the same as ours.
· Key components of Critical Reflections include:
o Linking the current experience with past, and concerns about future experiences
o Considering the experience from multiple perspectives (ie: patient, family and provider)
o Stating the lessons learned
o Planning for future learning or behavior
Family Meeting Critical Reflection Instructions
· As the first step towards completion of the Family Meeting EPA, you are being asked to critically reflect on a family meeting or conversation you observed are participated in focusing on serious illness and/or end-of-life care (i.e. goals of care discussions, treatment preferences, breaking bad news to/with a patient and/or patient’s family).
· Please write your reflection in the SOAP note format detailed below (Adapted from UCSF LEaP Guidelines) (20)
S: Subjective is a brief depiction of the experience so others can follow your analysis. Consider writing about:
· What happened: the situation and context, including your thoughts/feelings at the time (Content)
· How it happened. How did the facilitator perform? What went well? What didn’t? (Process)
O: Objective should be the area where you reconsider the experience from multiple perspectives. Go beyond imagining others’ perspectives to supporting your thoughts with data. Suggestions include:
· Use open-ended, open-minded questions to elicit opinions, interpretations and feedback from the palliative care team, the patient/family, and other individuals at the meeting
· Consulting the medical literature or other sources of relevant information (see recommended resource list on the portfolio template for the Family Meeting EPA)
· Incorporating information from web-based resources
A: Assessment requires analysis of the family meeting/difficult discussion to integrate the subjective and objective data with current and past experience. The purpose of the assessment is to develop a new understanding of the situation and/or identify future personal practice and learning goals. Consider the following:
· Based on your own strengths and weaknesses what would be your challenges in running meetings similar to this experience; what areas do you feel you need to work on?
· How did this experience relate to your past experiences?
· How has this analysis affected how you will approach similar situations in the future?
P: Plan should consist of action items which can be accomplished and evaluated in the upcoming intern year and revisited later to track your professional development. Remember, the best plans are “SMART” (specific, measurable, attainable, relevant, and timely).
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