Development and inclusion of an entrustable professional activity (EPA) scale in a simulation-based medicine dispensing assessment

Croft, Hayley; Gilligan, Conor; Rasiah, Rohan; Levett‐Jones, Tracy; Schneider, Jennifer

doi:10.1016/j.cptl.2019.11.015

Cited by 10 publications

(17 citation statements)

References 26 publications

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“…A total of 12 studies reported on development of EPAs. There were several methods reported for development including a modified Delphi method, 41‐44 development by academics or educators 45‐47 and development via workshops with multiple stakeholders 48‐51 . Some authors involved students as part of the development process, 49 whereas others mapped workforce data such as position descriptions and job advertisements 48 …”

Section: Resultsmentioning

confidence: 99%

“…Of the development studies, several report on national work to define entry‐level professional activities including dietetics, 48 pharmacy 50 and medicine in the United States 41 . Most studies report on single institution development with potential for use by other institutions 42,43,45‐47,49 . Several studies report on EPA development for a specific subset of a discipline 42,44,52 …”

Section: Resultsmentioning

confidence: 99%

“…Colbert‐Getz et al 53 mapped current physician assessment tools prior to planned EPA implementation, whereas Czeskleba et al 54 report on work to explore medical student supervisors’ beliefs regarding EPAs. Two studies report on implementation of single EPAs 45,55 and five on the implementation of multiple EPAs 10,47,56‐58 …”

Section: Resultsmentioning

confidence: 99%

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Entrustable professional activities in entry‐level health professional education: A scoping review

Bramley

McKenna

2021

Medical Education

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Entrustable professional activities (EPAs) are a recent enhancement to competency‐based health professional education that describe the observable work done by a competent health professional. Through defining education outcomes in a work‐based context, EPAs offer potential to identify skill gaps in individual or student cohorts and focus improvements. Entrustable professional activities have been pioneered and gained rapid acceptance in postgraduate medical education; however, less is known about their application and use in undergraduate or entry‐level health professional education. The Joanna Briggs Institute scoping review methodology was used to explore how and in what context EPAs are being used in entry‐level health professional education. Databases searched include CINAHL, EMBASE, MEDLINE, Web of Science and PsycINFO. A total of 748 abstracts were returned after duplicates removed, and 127 full‐text articles were screened with 30 included for data extraction. Publications in this area have recently accelerated with disciplines of professions of medicine, pharmacy, dietetics and physician assistants reporting on EPA development, implementation and evaluation. EPA use has been reported in the United States, Canada, Europe Australia and Central America. Major motivation reported for EPA use is to improve patient safety by aligning performance and expectations and to improve student assessment. Several studies report on the use of EPAs to evaluate different curriculum models or identify curriculum gaps representing potential application in education research.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Entrustable professional activities in entry‐level health professional education: A scoping review

Bramley

McKenna

2021

Medical Education

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“…Supervisors expressed preference for a four‐point entrustment scale; however, students reported preference for a five‐point scale. Other studies using EPAs have found a similar preference for more granular feedback in their student populations (Croft et al, 2019 ; Cutrer et al, 2019 ).…”

Section: Discussionmentioning

confidence: 65%

Development and evaluation of Entrustable Professional Activities embedded in an e‐portfolio for work‐based assessment in community and public health dietetics

Bramley

Forsyth

McKenna

2022

Health Social Care Comm

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Entrustable professional activities (EPAs) is a recent concept that helps operationalise competency-based education. In this paper, we report on the development of EPAs and incorporation into an e-portfolio for work-based assessment of final year dietetics students in a community and public health professional placement. We aimed to determine the utility of the EPAs for work-based assessment in this context. We used action research methodology to conduct broad consultation with students and supervisors using anonymous surveys and focus groups to understand their beliefs and attitudes towards work-based assessment. Consequently, 40 EPAs with an accompanying four-point entrustment scale were developed and mapped to the National Competency Standards for Dietitians in Australia. The EPAs and assessment tool were piloted and evaluated via an anonymous online user survey across three cohorts of students (n = 133) and supervisors (n = 67). Following mediocre pilot year evaluation results, EPAs were revised and reduced in number. While students positively evaluated the e-portfolio, their appraisal of the EPAs and entrustment scale was less positive compared to supervisors. Supervisor evaluation of the EPA-based e-portfolio supported the validity, feasibility and acceptability of this novel assessment method in a community and public health setting. Assessment using EPAs, and the resulting educational data collected by the tool, offers potential for individual learners to identify areas needing development during placement, as well as potential to inform curriculum improvements and increase understanding of learning opportunities and outcomes for dietetic students in community and public health settings.

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“…EPAs were included as a WBA tool as they are a practical means of determining how intern pharmacists integrate multiple competencies in the provision of patient care. 22 EPAs provide a means to determine the level of supervision required by an intern on commencement of supervised practice, and to monitor their progress toward independent performance as they approach registration. The initial three EPAs piloted (dispensing, compounding, and counseling) are fundamental activities of a pharmacist.…”

Section: Discussionmentioning

confidence: 99%

Development of workplace‐based assessment tools to support postgraduate training of provisionally registered pharmacists in Australia

Maundu¹,

Galbraith

Croft

et al. 2022

J Am Coll Clin Pharm

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The Australian Pharmacy Council (APC) is the national accreditation authority for pharmacy education and training in Australia. In 2020, APC published revised Accreditation Standards and a new Performance Outcomes Framework (POF). The POF details expected performance for pharmacy students at the point of graduation and for pharmacy graduates on completion of postgraduate training. The APC and the pharmacist regulator, the Pharmacy Board of Australia collaborated on a project to develop workplace‐based assessment (WBA) tools for use in assessing performance of pharmacy graduates in the postgraduate training period. The objectives of the project were to; identify and develop an initial suite of WBA tools; develop accompanying guidance and supporting documentation; seek feedback from stakeholders; and pilot the WBA tools in community and hospital settings. The WBA tools were developed through consultative process overseen by a group of education experts (a Technical Working Group) and a governance group. The latter comprising members from the Pharmacy Board and APC. The Technical Working Group agreed on the tools to develop based on an available Intern Year Assessment Blueprint and the tools were then drafted by a consultant. APC held consultative forums and a pilot study to gather feedback from intern pharmacists and preceptors. The project resulted in development of a suite of three types of WBA tools; Entrustable Professional Activities (EPAs), Case Based Discussions (CbD), and In Training Assessment (ITA) activities covering six areas of focus. All types of tools that were initially agreed upon were made available for use. The WBA tools address 15 performance outcomes in the POF. Future direction will involve further evaluation of the tools in diverse practice settings and expansion of the current suite of tools to cover additional performance outcomes.

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Development and inclusion of an entrustable professional activity (EPA) scale in a simulation-based medicine dispensing assessment

Cited by 10 publications

References 26 publications

Entrustable professional activities in entry‐level health professional education: A scoping review

Entrustable professional activities in entry‐level health professional education: A scoping review

Development and evaluation of Entrustable Professional Activities embedded in an e‐portfolio for work‐based assessment in community and public health dietetics

Development of workplace‐based assessment tools to support postgraduate training of provisionally registered pharmacists in Australia

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