Competency-based medical education (CBME) is the global standard in medical education. Within CBME, entrustable professional activities (EPAs) are defined as units of professional tasks that learners are entrusted to perform independently after they have demonstrated sufficient competence. EPAs and entrustment decisions primarily focus on contextual competencies, enabling learners to gradually gain professional autonomy through the trust conferred by instructors in clinical settings. Currently, EPAs in emergency medicine are representative tasks in the concluding stages of training. Each EPA serves as a foundation for curriculum design for both clinical and core curricula. This approach integrates the conceptual framework of core competencies into practice, embedding CBME into routine curriculum planning, clinical training guidance, and assessment. The summative assessment of entrustment-supervision levels for EPAs requires the consensus of a clinical competency committee to determine learners’ levels of entrustment. Hence, EPAs represent an operational model or framework for implementing CBME, rather than merely an assessment form. The key to implementing CBME lies in utilizing EPAs to enhance teaching and learning tailored to competencies.
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