Skip to main content
SpringerLink
Log in

Aligning Medical Student Workplace-Based Assessments with Entrustable Professional Activities and the RIME Model in a Psychiatry Clerkship

  • In Brief Report
  • Published:
Academic Psychiatry Aims and scope Submit manuscript

Abstract

Objective

The authors piloted use of workplace-based assessments of students during the psychiatry clerkship utilizing both entrustable professional activities (EPAs) and the reporter, interpreter, manager, and educator (RIME) model.

Methods

After supervising clinicians conducted assessments of medical students (N=109) during the psychiatry clerkship using a supervisory scale aligned with both EPA and RIME models, each student received individualized formative feedback. Students were then surveyed on the usefulness of this feedback, and participating faculty/residents were surveyed on the ease of completion of the supervisory scale.

Results

Students’ mean skill profile suggested they no longer needed direct supervision on EPA1 and EPA6. Mean scores on other studied EPAs suggested students were well on their way toward performing these EPAs without direct supervision. Students had mean RIME scores that exceeded the suggested levels identified for a Reporter to start clerkships, for an Interpreter to start clerkships, and for a Manager to transition to the fourth year. Close to half of the students found the feedback helpful in their development as a clinician but most felt their performance should not be shared with residency program directors, either before or after the Match. Almost all responding preceptors felt the supervisory ratings were easy to complete.

Conclusions

This pilot RIME/EPA framework served as a successful step toward a more competency-based medical education in the psychiatry clerkship with relatively little additional faculty time commitment by using workplace-based assessments already in place and a supervisory scale based on EPAs and RIME.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

References

  1. Pangaro L. A new vocabulary and other innovations for improving descriptive in-training evaluations. Acad Med. 1999;74(11):1203–7.

    Article  CAS  Google Scholar 

  2. Association of American Medical Colleges (AAMC). Core entrustable professional activities for entering residency: curriculum developers’ guide. AAMC iCollaborative, Washington, DC. 2014. https://www.mededportal.org/icollaborative/resource/887. Accessed 1 Jan 2021.

  3. Battistone MJ, Milne C, Sande MA, Pangaro LN, Hemmer PA, Shomaker TS. The feasibility and acceptability of implementing formal evaluation sessions and using descriptive vocabulary to assess student performance on a clinical clerkship. Teach Learn Med. 2002;14(1):5–10.

    Article  Google Scholar 

  4. Ander DS, Wallenstein J, Abramson JL, Click L, Shayne P. Reporter-Interpreter-Manager-Educator (RIME) descriptive ratings as an evaluation tool in an emergency medicine clerkship. J Emerg Med. 2012;43(4):720–7.

    Article  Google Scholar 

  5. Espey E, Nuthalapaty F, Cox S, Katz N, Ogburn T, Peskin T, Goepfert A, Hammoud M, Casey P, Emmons S, Neutens JJ, Association of Professors of Gynecology and Obstetrics Undergraduate Medical Education Committee. To the point: Medical education review of the RIME method for the evaluation of medical student clinical performance. Am J Obstet Gynecol. 2007;197(2):123–33.

    Article  Google Scholar 

  6. Ogburn T, Espey E. The R-I-M-E method for evaluation of medical students on an obstetrics and gynecology clerkship. Am J Obstet Gynecol. 2003;189(3):666–9.

    Article  Google Scholar 

  7. Tolsgaard MG, Arendrup H, Lindhardt BO, Hillingso JG, Stoltenberg M, Ringsted C. Construct validity of the reporter-interpreter-manager-educator structure for assessing students' patient encounter skills. Acad Med. 2012;87(6):799–806.

    Article  Google Scholar 

  8. Dhaliwal U, Gupta P, Singh T. Entrustable professional activities: teaching and assessing clinical competence. Indian Pediatr. 2015;52(7):591–7.

    Article  Google Scholar 

  9. Ten Cate O. Nuts and bolts of entrustable professional activities. J Grad Med Educ. 2013;5(1):157–8.

    Article  Google Scholar 

  10. Pinilla S, Cantisani A, Kloppel S, Strik W, Nissen C, Huwendiek S. Introducing a psychiatry clerkship curriculum based on entrustable professional activities: an explorative pilot study. Acad Psychiatry. 2021;45(3):354–9.

    Article  Google Scholar 

  11. Chen HC, van den Broek WE, ten Cate O. The case for use of entrustable professional activities in undergraduate medical education. Acad Med. 2015;90(4):431–6.

    Article  Google Scholar 

  12. Lomis K, Amiel JM, Ryan MS, Esposito K, Green M, Stagnaro-Green A, Bull J, Mejicano GC, AAMC Core EPAs for Entering Residency Pilot Team. Implementing an entrustable professional activities framework in undergraduate medical education: early lessons from the AAMC core entrustable professional activities for entering residency pilot. Acad Med. 2017;92(6):765–70.

    Article  Google Scholar 

  13. Brown DR, Warren JB, Hyderi A, Drusin RE, Moeller J, Rosenfeld M, Orlander PR, Yingling S, Call S, Terhune K, Bull J, Englander R, Wagner DP, AAMC Core Entrustable Professional Activities for Entering Residency Entrustment Concept Group. Finding a path to entrustment in undergraduate medical education: a progress report from the AAMC core entrustable professional activities for entering residency entrustment concept group. Acad Med. 2017;92(6):774–9.

    Article  Google Scholar 

  14. Horak H, Englander R, Barratt D, Kraakevik J, Soni M, Tiryaki E, et al. Entrustable professional activities: a useful concept for neurology education. Neurology. 2018;90(7):326–32.

    Article  Google Scholar 

  15. Garber AM, Ryan MS, Santen SA, Goldberg SR. Redefining the acting internship in the era of entrustment: one institution's approach to reforming the acting internship. Med Sci Educ. 2019;29(2):583–91.

    Article  Google Scholar 

  16. Meyer EG, Kelly WF, Hemmer PA, Pangaro LN. The RIME model provides a context for entrustable professional activities across undergraduate medical education. Acad Med. 2018;93(6):954.

    Article  Google Scholar 

  17. Klapheke M, Johnson T, Cubero M. Assessing entrustable professional activities during the psychiatry clerkship. Acad Psychiatry. 2017;41:345–9.

    Article  Google Scholar 

  18. Geraghty JR, Ocampo RG, Liang S, Ona Ayala KE, Hiltz K, McKissack H, Hyderi A, Ryan MS, Core Entrustable Professional Activities for Entering Residency Pilot Program. Medical students' views on implementing the core EPAs: recommendations from student leaders at the core EPAs pilot institutions. Acad Med. 2021;96(2):193–8.

    Article  Google Scholar 

  19. Hemmer PA, Dadekian GA, Terndrup C, Pangaro LN, Weisbrod AB, Corriere MD, Rodriguez R, Short P, Kelly WF. Regular formal evaluation sessions are effective as frame-of-reference training for faculty evaluators of clerkship medical students. J Gen Intern Med. 2015;30(9):1313–8.

    Article  Google Scholar 

  20. Favreau MA, Tewksbury L, Lupi C, Cutrer WB, Jokela JA, Yarris LM, AAMC Core Entrustable Professional Activities for Entering Residency Faculty Development Concept Group. Constructing a shared mental model for faculty development for the core entrustable professional activities for entering residency. Acad Med. 2017;92(6):759–64.

    Article  Google Scholar 

Download references

Acknowledgements

The authors would like to acknowledge Matthew Robinson of the University of Central Florida College of Medicine for his statistical consultation early in the project.

Author information

Authors and Affiliations

  1. University of Central Florida, Orlando, FL, USA

    Martin Klapheke, Matthew Phillip Abrams, Morayma Cubero & Xiang Zhu

Authors
  1. Martin Klapheke
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Matthew Phillip Abrams
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Morayma Cubero
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Xiang Zhu
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Martin Klapheke.

Ethics declarations

Disclosures

On behalf of all authors, the corresponding author states that there is no conflict of interest.

Ethics Approval

The University of Central Florida Institutional Review Board has given this study a determination of “Not Human Research” (IRB number: Study00002161).

Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Klapheke, M., Abrams, M.P., Cubero, M. et al. Aligning Medical Student Workplace-Based Assessments with Entrustable Professional Activities and the RIME Model in a Psychiatry Clerkship. Acad Psychiatry 46, 283–288 (2022). https://doi.org/10.1007/s40596-022-01614-3

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40596-022-01614-3

Keywords

Search

Navigation