Abstract
Faculty development (FD) activities aim to improve teaching competencies. Success of these activities is conditioned with the ability of participants to transfer the learned competencies into their teaching practices. Unfortunately, evaluation of the effectiveness of FD rely mostly upon self-reported or verbal feedback, without valid evaluation of their progress in teaching performance. This shortcoming may be attributed to the unavailability of a systematic assessment system to evaluate participants' performance in the workplace. In this article, we advocate how the concept and principles of entrustable professional activities (EPAs) can be used in assessment of teaching competencies and ensuring the transfer of training to the workplace.