Entrustable Professional Activities (EPAs) provide a framework to make judgments of trainees’ abilities in several settings including postgraduate medical education. No systematic review of the role of EPAs in pediatrics has yet been performed. In our systematic review, we sought to determine the use of EPAs in pediatrics to identify research gaps, summarize and discuss evidence relating to the development, implementation, and assessment. Medline, Scopus, PsycINFO, MedEdPortal, and Web of Science. Two independent reviewers used a structured screening protocol in accordance with Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines and Association for Medical Education in Europe’s guide for systematic reviews to include all articles reporting on EPAs in postgraduate medical education and pediatrics in particular. There were no restrictions due to language, study design, or participants. Data on development, implementation, feasibility, acceptance, and assessment of EPAs were extracted and analyzed by the 2 independent researchers. Twenty-eight articles published between 2014 and 2020 were included in the review. We found an increase in publications and a notable shift from descriptions of development processes toward aspects beyond development, ie, implementation, feasibility, acceptance/perception, and assessment. Studies from non-English–speaking countries are scarce which might lead to an inaccurate representation of actual international practice. We provide a comprehensive overview of EPAs in pediatrics to guide future curriculum developers in collaborative development, implementation and assessment of EPAs in pediatric postgraduate medical education.

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可委托专业活动在儿科研究生医学教育中的运用：系统评价

可信赖的专业活动（EPA）提供了一个框架来判断学员在包括研究生医学教育在内的多种环境中的能力。尚未对 EPA 在儿科中的作用进行系统评价。在我们的系统评价中，我们试图确定 EPA 在儿科中的使用，以确定研究差距，总结和讨论与开发、实施和评估相关的证据。Medline、Scopus、PsycINFO、MedEdPortal 和 Web of Science。两名独立审稿人根据系统评价和荟萃分析指南的首选报告项目以及欧洲医学教育协会的系统评价指南使用了结构化筛选协议，以包括报告研究生医学教育和儿科领域 EPA 的所有文章。没有因语言、研究设计或参与者而受到限制。两位独立研究人员提取并分析了有关 EPA 的制定、实施、可行性、接受和评估的数据。2014 年至 2020 年间发表的 28 篇文章被纳入审查。我们发现出版物有所增加，并且从开发过程的描述转向开发以外的方面，即实施、可行性、接受/感知和评估。来自非英语国家的研究很少，这可能导致实际国际实践的不准确表述。我们对儿科 EPA 进行全面概述，以指导未来课程开发人员在儿科研究生医学教育中协作开发、实施和评估 EPA。