Entrustable Professional Activities as a Novel Framework for Pharmacy Education

Jarrett, Jennie B.; Berenbrok, Lucas A.; Goliak, Kristen L.; Meyer, Susan M.; Shaughnessy, Allen F.

doi:10.5688/ajpe6256

Cited by 55 publications

(43 citation statements)

References 28 publications

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“…4,5 Entrustable professional activities are now being used by colleges and schools as a tool to guide curricular development and assess each student's progress towards independence. [6][7][8] Ultimately, the Doctor of Pharmacy (PharmD) curriculum should prepare graduates to perform the EPAs autonomously, requiring only indirect supervision at the time of licensure. 5 Given that EPAs are a relatively new construct, soliciting input from pharmacy students on their perceptions can provide useful information regarding the clarity of the statements and may reveal gaps in their understanding about the roles and responsibilities of pharmacists.…”

Section: Introductionmentioning

confidence: 99%

Pharmacy Student Perceptions of the Entrustable Professional Activities

Pittenger

Gleason

Haines

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To determine pharmacy students' perceptions and self-reported preparedness to perform the 15 core entrustable professional activities (EPA) established by the American Association of Colleges of Pharmacy for new pharmacy graduates. Methods. A random sample of Doctor of Pharmacy (PharmD) students from all four professional years at four universities were asked to indicate whether each of the 15 EPA statements was relevant to the practice of pharmacy and whether pharmacists were expected to perform the activity in multiple practice settings. Participants rated their self-perceived level of entrustability for each activity and indicated which three EPAs they felt most and least prepared to perform. Results. Four hundred twenty-three usable responses were received. The majority ($85%) of students rated all of the EPA statements as relevant and $67% indicated that pharmacists were expected to perform them in multiple practice settings with a high percentage of agreement. Students' perceived need for supervision decreased from the P1 to P4 years. These data suggest that students' confidence to perform some activities grew as they gained experience and knowledge. However, in some cases, the self-perceived need for supervision regressed as students better understood the complexity of the activity. The EPA statements students felt most and least prepared to perform varied by year in the program. Conclusion. The core EPA statements were consistently rated by pharmacy students as relevant to pharmacy practice and as an expectation in multiple settings. Students perceived that they require less supervision when performing EPA activities as they progressed through the curriculum.

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Section: Introductionmentioning

confidence: 99%

Pharmacy Student Perceptions of the Entrustable Professional Activities

Pittenger

Gleason

Haines

et al. 2019

American Journal of Pharmaceutical Education

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“…28 And different curricula should demonstrate their different orientations by comparing their coverage of specific sets of EPAs. 29 With these modifications, one should be able to map the reasons why a curriculum should include a given course and what competencies and activities are the courses preparing the students for their professional practice. Educational and professional regulatory bodies should work on a common database to pair educational contents with competencies and professional activities.…”

Section: Discussionmentioning

confidence: 99%

Misuse of Competencies in Pharmacy Curriculum: The Spain Case Study

Nunes-da-Cunha¹,

Fernández-Llimós²

2019

IJPER

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Background: Pharmacy curriculum must prepare students with the necessary competencies to respond to society health-related needs. Aim: This study aims to analyze the allocation of competencies that pharmacists should acquire during their education in the courses constituting pharmacy curricula in Spain. Materials and Methods: All mandatory undergraduate pharmacy courses from all Spanish universities were analyzed in accordance with the official Spanish competency framework. Information about courses and competencies assigned was extracted from the syllabi available at the websites of all colleges of pharmacy existing in Spain (2016/2017). Elective courses, courses that correspond to the internship period or final dissertation activities and courses that did not present an online syllabus were excluded from the analysis. The allocation of the 15 general competencies and 67 specific competencies defined in the official Spanish competency framework was investigated. Results: The 22 Spanish universities offering pharmacy degrees teach 1261 courses, of which 942 are mandatory courses. Syllabi of 881 courses were available on the internet and were analyzed. A total of 560 could be objectively associated with the following areas of knowledge: 23.8% with chemistry, 6.8% with physics and mathematics, 16.4% with biology, 13.0% with pharmaceutical technology, 29.6% with medicine and pharmacology, 10.2% with legislation and social pharmacy and 0.2% with internships (not taught during the internship period). Competency allocation patterns are very different across universities. Conclusion: The results show that Spanish colleges of pharmacy do not appropriately use the official Spanish competency framework. Competencies and courses are mismatched in pairing basic sciences to practice competencies.

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“…Many C/SOPs have begun to implement the EPAs in their experiential curriculum or across their curriculum as a whole, with some programs setting minimum levels of entrustment as milestones for student progression 20‐22 . Using principles of backward design, EPA development should be sequenced over time to build the learner's knowledge (didactic lessons), skills (practice labs/simulations), and experiences (IPPEs/APPEs) such that each EPA can eventually be performed without direct supervision 15 …”

Section: Outcomes Preparedness and Readinessmentioning

confidence: 99%

Striving for excellence in experiential education

Boyce

Harris

Bingham

et al. 2020

J Am Coll Clin Pharm

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High-quality experiential education builds on didactic education to enable graduates to meet the full spectrum of entry-level pharmacy-related roles and responsibilities, including lifelong learning and professional development. The 2019 Educational Affairs Committee A, an ACCP standing committee, was charged to review and update the 2008 ACCP white paper and position statement on quality experiential education. The main objective of this white paper is to provide colleges and schools of pharmacy (C/SOPs) and affiliated partners in experiential education with practices expected to assist in achieving excellence in experiential education and fulfilling the goal of developing fully competent practice-and team-ready pharmacy graduates. K E Y W O R D Sclinical pharmacist, experiential education, preceptors

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Entrustable Professional Activities as a Novel Framework for Pharmacy Education

Cited by 55 publications

References 28 publications

Pharmacy Student Perceptions of the Entrustable Professional Activities

Pharmacy Student Perceptions of the Entrustable Professional Activities

Misuse of Competencies in Pharmacy Curriculum: The Spain Case Study

Striving for excellence in experiential education

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