Longitudinal Assessment Using Entrustable Professional Activities: Key Steps for Implementation in Dental Education.

Area of Science:

• Dental Education
• Medical Education Assessment
• Competency-Based Education

Background:

• The UNC ASOD transitioned to a new curriculum in 2021, incorporating contemporary pedagogical practices.
• A key innovation was the adoption of a longitudinal assessment system using entrustable professional activities (EPAs) instead of traditional single competency assessments.

Purpose of the Study:

• To describe the process and outcomes of determining entrustment and practice readiness for the dental Class of 2024.
• To evaluate the effectiveness of a longitudinal assessment framework using EPAs for summative entrustment decisions.

Main Methods:

• A six-step process was employed to determine practice readiness.
• The final step involved summative decisions regarding entrustment and readiness for safe, independent practice post-graduation.

Main Results:

• All 91 dental students (100%) achieved Statements of Awarded Responsibility (STARs) or competence in all EPAs, meeting practice readiness criteria.
• Progression through EPAs varied, with some tasks completed earlier than others.
• Four learners experienced delays in STAR designation, but no STARs were rescinded.

Conclusions:

• The longitudinal assessment framework utilizing EPAs successfully prepared practice-ready graduates capable of safe, independent practice.
• Continuous monitoring of learner performance, independence, and progression in authentic settings enhances the ability to ascertain practice readiness.
• The EPA framework provides a comprehensive, future-focused approach to evaluating clinical competence and maintaining public trust.