Integrating entrustable professional activities using an integrated curriculum design framework in pharmacy education

The integration of Entrustable Professional Activities (EPAs) using the Integrated Curriculum Design Framework (ICDF) is a promising yet underexplored strategy in pharmacy education. This reflective work identifies gaps in traditional approaches to competency-based education and highlights the alignment of the "Professional Practice Skills" Year 2 module at a UK university with EPAs and ICDF. By bridging these gaps, this work highlights the importance of equipping students with the competencies necessary for independent practice.

The "Professional Practice Skills" module was transformed to align with ICDF and EPAs. Stakeholder engagement, including input from students, educators, and practitioners, guided the selection of EPAs reflective of real-world pharmacy tasks such as patient counselling, prescribing, prescriber interaction, and providing medicine query information. Learning outcomes were redefined to incorporate these EPAs, and teaching strategies were adapted to include experiential learning activities, such as simulated patient scenarios and reflective tasks. Assessment methods shifted from knowledge-based to competency-based evaluations, ensuring students could demonstrate practical readiness for professional roles.

Integrating EPAs and ICDF revealed challenges, such as resistance to change and the need for significant resource investment in designing simulations. However, the shift encouraged collaborative teaching practices and enhanced student engagement. Students demonstrated improved confidence and ability to apply theoretical knowledge in practice, showcasing the value of a competency-based approach.

This integration process highlights the importance of aligning curriculum design with professional competencies.

The work has broader implications for pharmacy education, offering a replicable model for other healthcare institutions seeking to enhance professional readiness.