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An Exploration of Preceptor-Provided Written Feedback on Entrustable Professional Activities During Early Practice
Laura K Sjoquist1, Antonio A Bush1, Macary Weck Marciniak1
1University of North Carolina at Chapel Hill, Eshelman School of Pharmacy, Chapel Hill, North Carolina.
American Journal of Pharmaceutical Education
|July 20, 2021
Summary
Preceptors provide positive feedback on entrustable professional activities (EPAs) for pharmacy students. Optimizing this feedback requires further analysis of preceptor evaluations in practice settings.
Area of Science:
- Pharmacy Education
- Experiential Learning
- Healthcare Professional Development
Background:
- Entrustable Professional Activities (EPAs) are crucial for assessing pharmacy students' readiness for practice.
- Preceptor feedback is essential for guiding student pharmacists' development during experiential rotations.
Purpose of the Study:
- To evaluate open-ended preceptor feedback on EPAs for first-year Doctor of Pharmacy (PharmD) students.
- To identify opportunities for enhancing the quality and utility of preceptor feedback.
Main Methods:
- Retrospective review of qualitative preceptor evaluations using a validated EPA framework.
- Development of a codebook based on the EPA framework with sub-coding for assessment valence (positive, negative, neutral).
- Consensus coding by two investigators and a dependability audit for trustworthiness.
Main Results:
- 153 student pharmacist evaluations were analyzed from community (52.3%) and health-system (47.7%) pharmacy experiences.
- Preceptors provided predominantly positive feedback across all EPAs in both settings.
- Feedback themes focused on knowledge (health-system) and behavior (community), with an emphasis on skill-based performance.
Conclusions:
- The study offers insights into optimizing preceptor feedback on EPAs for pharmacy students.
- Further research using focus groups or interviews is recommended to deeply understand preceptor assessment practices in real-world pharmacy settings.
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