Workplace-based assessments are critical to facilitate the translation of competency-based performance expectations into practice.  This is especially true for Entrustable Professional Activity (EPA) assessments.  Medical schools around the world are interested in implementing EPA assessments as a tool to teach and assess learner performance in the workplace.  Recent scoping reviews (Meyer E et al. Academic Medicine, 2019 and Shorey S et al. Medical Education 2019) described the notable rise in publications describing the use of EPAs in medical education.  Situating the development of competence in the context of what physicians do in daily practice enables assessment in the clinical environment. Implementing real-time observations and making explicit decisions about the level of supervision a trainee needs to perform clinical tasks that are used to inform trainee progression can be challenging when clinical learning is forced to move to a virtual environment.  In this focus session, participants will discuss the opportunities and limitations of implementing EPA assessments, data collection, and reporting using a virtual workplace as a setting for assessment.

Session Objectives:

1. Solicit input from members from around the globe on what has worked or not worked regarding workplace-based assessments in a virtual environment.
2. Categorize the different types of assessment used/being used and the purpose for each.
3. Describe strategies to enhance the flow of workplace-based assessments for EPAs in a virtual environment.
4. Formulate ideas for how preceptors can use data from assessments in a virtual environment for decisions about the supervision learners need when learners return to the workplace.
5. Discuss opportunities and limitations of virtual EPA assessments.
6. Develop plans to effectively incorporate virtual assessments of clinical activities at own institutions.