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Published on: December 9, 2022

Preceptor Perspectives Using Entrustable Professional Activity-Based Assessments During Advanced Pharmacy Practice

Abigail T Elmes-Patel¹, Sheila M Allen¹, Marlowe Djuric Kachlic¹

¹University of Illinois Chicago Retzky College of Pharmacy, Chicago, IL, USA.

American Journal of Pharmaceutical Education

|November 16, 2024

Summary

This summary is machine-generated.

Advanced pharmacy practice experience (APPE) preceptors can use entrustable professional activity (EPA) assessments. Key recommendations include preceptor education and clear expectations for successful implementation in pharmacy experiential education.

Keywords:

Advanced Pharmacy Practice Experiences Competency-based education Entrustable professional activities Entrustment-supervision scales Workplace-based assessment

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Using Learning Outcome Measures to assess Doctoral Nursing Education

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Published on: June 21, 2010

Area of Science:

Pharmacy Education
Assessment in Health Professions Education
Entrustable Professional Activities (EPAs)

Background:

Pharmacy experiential education relies on effective assessment methods.
Entrustable Professional Activities (EPAs) offer a framework for workplace-based assessments.
Understanding preceptor perspectives is crucial for successful EPA integration.

Purpose of the Study:

To explore advanced pharmacy practice experience (APPE) preceptor views on using EPA assessments.
To identify implementation recommendations, barriers, and facilitators for EPA use in pharmacy education.

Main Methods:

Virtual focus groups with 11 APPE preceptors from 9 institutions.
Semistructured discussions analyzed using inductive thematic analysis.
Participants had experience with EPA assessments for at least 4 APPE learners.

Main Results:

Implementation recommendations: regular preceptor education, student orientation, clear competency levels, frequent discussions.
Barriers: abstractness of entrustability, subjective scales, unclear grading, assessment complexity.
Facilitators: defined scales, preceptor/student education, pass/fail grading, shorter assessments.

Conclusions:

EPA-based assessments are feasible for workplace-based evaluation in APPEs.
Faculty/preceptor development and student orientation are essential for successful EPA implementation.
Clear expectations and benchmarking are vital for supporting EPA adoption.