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Journal of Medical Education

Document Type

Original Article

Abstract

Purpose:This project aimed to establish professional consensus and develop an entrustable professional activities (EPAs) educational framework for postgraduate year (PGY) clinical psychologists in Taiwan to align clinical psychology education with the principles of competency-based medical education (CBME). Methods: A national panel of senior clinical psychologists used a focus-group discussion method to defi ne EPA tasks. This process involved discussion of proposals, expert feedback, and structured anonymous voting. A consensus threshold of 80% or greater agreement among participants was defi ned, ultimately leading to a consensus on the EPAs’ titles and descriptions. This approach ensured content validity and alignment with the actual clinical responsibilities. Results: Eight EPAs were finalized using this systematic process: (1) Psychological consultation and intervention for inpatients, (2) Psychological assessment for in- and outpatients, (3) Individual psychotherapy, (4) Group psychotherapy, (5) Suicide and self-injury risk assessment and intervention, (6) Mental health education lectures, (7) Disaster and trauma psychological intervention, and (8) Forensic psychological assessment. Each EPA describes a professional task within the scope of clinical psychological practice. Conclusions: The development of these EPAs is an important milestone in advancing competency-based clinical training for psychologists in Taiwan. This framework can enhance the transparency, accountability, and standardization of PGY programs, thereby supporting supervisors and trainees in aligning expectations, monitoring progress, and fostering readiness for clinical practice. These EPAs could serve as a foundation for developing professional milestones.

First Page

112

Last Page

128

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