Commentary on alignment of medical student assessment and vocational training in psychiatry and addiction medicine

Objective To comment upon the potential for alignment of medical student assessment and vocational specialist training through the RANZCP-CanMEDS model of Entrustable Professional Activities (EPAs) and Workplace-Based Assessments (WBAs). We discuss a specific post hoc example of such an alignment in an Australian graduate medical school in Psychiatry and Addiction Medicine. Conclusions Vocational training models of assessment, such as the RANZCP specialist training program for psychiatrists, can potentially be mapped to medical student education in formative and summative assessment through CanMEDs-based EPAs and WBAs, to assist in transition to specialist training.

Automated summary

This study discusses the potential alignment between medical student assessment and vocational specialist training through the RANZCP-CanMEDS model. It provides an example of such alignment in an Australian graduate medical school. The conclusion suggests that assessment models in vocational training, like RANZCP, can be aligned with medical student education through EPAs and WBAs to facilitate the transition to specialist training.