Evaluation based on entrustable professional activities(EPAs)was implemented for eight-year program undergraduates of clinical medicine during the period of internship in order to find the deficiencies in clinical training.

Fifty students of grade 2017 who were trained as internship in Peking University First Hospital were enrolled in the research. A questionnaire survey was carried out for self-assessment and trainer's EPAs-based evaluation. Wilcoxon test was applied for comparing the self-assessment and trainer's evaluation.The proportion of each EPAs item reached level 3 or above and the proportion that could not be evaluated were calculated.

Results of most items of self-assessment were consistent with trainer's evaluation, such as EPA1 (gathering history and performing physical examination during patient encounter), EPA5 (prepare and complete medical documents), and EPA6 (provide oral presentation of a case or a clinical encounter), which were all 3(3, 4). Significant difference was found between self-assessment and trainer's evaluation in several items such as EPA10 (obtaining informed consent for clinical tests and/or procedures) which was 3 (3, 4) and 3 (2, 3) respectively (P < 0.05), . The proportion of items such as EPA1、EPA5、EPA6 which were clearly required by clinical practice training rated as level 3 or above was high in both self-assessment and trainer's evaluation, which were 100.0% and 88.2%, 94.0% and 91.8%, 90.0% and 91.8% respectively. The proportion of items such as EPA8 ( identification of clinical emergency and critical illness and providing initial management)、EPA9 ( transit and hand over the patient) rated as level 3 or above was low in both self-assessment and trainer's evaluation which were 30.0% and 43.6%, 50.0% and 51.8% respectively.

The eight-year program students of clinical medicine basically meet the requirements of clinical practice training, and evaluation results of EPAs items showed the distance to the entrance standards of residents' training. It is suggested to improve clinical practice training to support the promote the transition from school education to post-graduate medical education.

Students, Medical; Entrustable professional activities; Eight-year program; Internship; Evaluation