Describing the Process to Develop Core Entrustable Professional Activities for Entrance Into Physical Therapist...

Area of Science:

• Physical Therapy Education
• Competency-Based Education
• Professional Development

Background:

• Developing competency-based education (CBE) programs requires defining consensus-driven learner outcomes aligned with societal physical therapy (PT) needs.
• Entrustable Professional Activities (EPAs) integrate critical competencies for patient care, serving as a framework for teaching, learning, and assessment.

Purpose of the Study:

• To describe the national consensus-based process for establishing a core set of EPAs for Doctor of Physical Therapy (DPT) students.
• To define observable units of practice that DPT students should perform independently upon entering clinical practice.

Main Methods:

• A modified Delphi methodology involving a 4-phase iterative process.
• A national EPA drafting group (15 PTs) and a Reactor Panel (190 participants) provided multiple perspectives.
• Consensus was defined as >80% agreement among respondents.

Main Results:

• Nineteen core EPAs were identified as essential for entry-level DPT graduates.
• Each EPA includes 5-7 critical competencies mapped to learner characteristics.
• These EPAs ensure graduates can perform essential activities safely and without supervision.

Conclusions:

• The identified core EPAs establish a national standard for minimum performance outcomes at entry into clinical practice.
• This EPA framework supports teaching and assessment of critical competencies for safe and efficient physical therapy practice.