Multifaceted Strategy That Improves Students' Achievement of Entrustable Professional Activities Across Advanced...

Area of Science:

• Pharmacy Education
• Competency-Based Education
• Professional Development

Background:

• Traditional pharmacy education relies on summative assessments.
• Achieving Entrustable Professional Activities (EPAs) is crucial for pharmacy graduates.
• Early identification and intervention are key to student success in Advanced Pharmacy Practice Experiences (APPEs).

Purpose of the Study:

• To describe a novel approach for enhancing EPA entrustment in APPEs.
• To implement longitudinal monitoring and individualized interventions for at-risk students.
• To minimize the need for end-of-year remediation and ensure timely graduation.

Main Methods:

• Utilized core APPEs (acute care, ambulatory care, community, institutional) with defined EPAs.
• Implemented an "EPA report card" for continuous, longitudinal monitoring.
• Employed individualized, in-sequence interventions (proactive outreach, remediation) for students identified as at risk.

Main Results:

• 12-16% of students were identified as at risk of not meeting EPA entrustment.
• All identified students achieved "Level 3" entrustment (perform with reactive supervision) by APPE completion.
• No students required end-of-year remediation for EPA deficiencies, ensuring graduation.

Conclusions:

• A multifaceted strategy effectively supports EPA entrustment in APPEs.
• Longitudinal monitoring and timely interventions enhance student performance.
• This approach reduces remediation needs and prevents graduation delays.