The UGME office collates final summative assessment data from each discipline throughout the Core Experiences course and prepares an assessment summary for each learner at 6, 9 and 12 months. Both EPA-based and non EPA-based assessments (e.g. progress test scores, summative discipline specific assessments) are part of the assessment summary. Learners should review the relevant assessment plans as they outline the requirements for each discipline and the comprehensive review criteria referenced below.

The Phase 4 Assessment Lead reviews the assessment summaries to monitor development of entrustability in each EPA longitudinally as well as for the EPAs chosen by each discipline as per EPA assessment template. The criteria for continued progress are described in the Core Experiences assessment plan. Below is a further explanation of the terminology used in the progress criteria:

• A learner is considered entrustable for an EPA at the program level if they have documented entrustability in two summative assessments from different disciplines, i.e. the EPA is assessed as entrustable on two different final ITARs.
  • ​The number of entrustable EPas required for continued progress at 6, 9 and 12 months is outlined in the assessment plan.  
• Each discipline has chosen a number of EPAs to be assessed during their rotation. Half of those selected EPAs plus one is considered the majority for that rotation. A learner must be assessed as entrustable in the majority of EPAs on the final summative assessment to achieve documented entrustability for that rotation. For example, Rural Family Medicine assesses 12 EPAs so a learner must be assessed as entrustable for 7 EPAs on the final ITAR in order to achieve “Documented entrustability in a majority of all EPAs”.
  • ​Achieving documented entrustability in a majority of EPAs is not required for all rotations in order to progress throughout the Core Experiences course. Refer to the criteria for continued progress at 6, 9 and 12 months outlined in the assessment plan for more details.

To gauge their performance for each rotation, learners should focus on the overall rating they received on the final ITAR (“progressing as expected”, “some concerns with progress”) and the narrative feedback provided. Becoming ready to be entrusted for individual EPAs is a longitudinal process and takes time.

In addition to progress in EPA entrustability and non-EPA based assessments such as progress test scores, the Phase 4 Assessment Lead also considers any professionalism concerns when reviewing assessment summaries. Any learner not meeting the criteria for continued progress is discussed by the faculty members of the Phase 4 Management Team at the respective comprehensive review at 6, 9 and 12 months.

Creating a learning plan
Learners should review the assessment summary provided to them, which includes the assessment data for rotations completed so far. Learners are encouraged to develop a learning plan to facilitate progress throughout the Core Experiences course:

• Identify any EPAs which are not yet entrustable and prioritize those when preparing the learning plan.
  • If there are only 2 assessment opportunities remaining for any not yet entrustable EPA, learners should focus on those EPA(s) to achieve overall entrustability by the end of Core.
• Continue to develop entrustability for other EPAs.
• Learners should advise their preceptor of the need to assess specific EPAs at the beginning of the clinical learning experience.
• Contact the UGME office with any questions about the assessment summary and the pathway to EPA entrustment.
  • Ensure the timely review of any ITARs posted on One45 and agree/disagree with the assessment. Remember to notify the UGME office at for any ITAR disagreements.
• Reach out to the Office of Learner Well-being and Success for counselling services and assistance with learning supports.

The Phase 4 Assessment Lead will connect with learners discussed at the comprehensive review to develop an individualized learning plan. The plan identifies how a learner can address their learning needs and ensures appropriate learning supports are in place.