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Preparing for implementation of an entrustable professional activity assessment framework.

Rocio B Quinonez1, Ashley Tittemore2, Matthew Mason3

  • 1Division of Pediatric Dentistry and Public Health/Academic Affairs, UNC Adams School of Dentistry, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA.

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Summary
This summary is machine-generated.

Dental schools are shifting to an entrustable professional activities (EPAs) framework for assessing trainee competence. This longitudinal approach uses multiple data points for practice readiness, aligning with accreditation standards.

Keywords:
accreditationassessmentcurriculum innovation

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Area of Science:

  • Dental Education
  • Medical Education
  • Competency-Based Education

Background:

  • Entrustable Professional Activities (EPAs) emerged in medicine (mid-2000s) to assess trainee competence.
  • Dental education is now exploring EPAs for competency assessment and accreditation compliance.
  • This study focuses on a dental school's transition to an EPA framework.

Purpose of the Study:

  • To describe the development and implementation process of an EPA assessment framework in a dental school.
  • To detail the creation of complementary capacities, assessment tools, and data reporting for learner progression.
  • To address challenges and opportunities in adopting a longitudinal assessment system for practice readiness.

Main Methods:

  • Development of an EPA framework, including defining complementary capacities.
  • Creation of assessment tools and programming for data collection.
  • Establishment of data reporting systems for tracking learner progression and practice readiness.
  • Analysis of the alignment between EPA operationalization and accreditation standards.

Main Results:

  • A comprehensive EPA framework was developed, integrating multiple data sources for a longitudinal assessment approach.
  • Processes for assessment tool development, programming, and data reporting were established.
  • Lessons learned during the preparation phase for curriculum change were identified.
  • The study outlines strategies for aligning EPA implementation with existing accreditation standards.

Conclusions:

  • Implementing an EPA framework represents a significant shift from singular assessments to a holistic, longitudinal evaluation of dental trainees.
  • Careful planning and development of supporting structures are crucial for successful EPA integration.
  • Addressing the nuances between competency language and EPA operationalization is key for accreditation alignment.
  • This transition prepares dental graduates for practice readiness through a robust assessment system.