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

Jean A Fitzpatrick1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19, Steven B Chesbro1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19, Gail M Jensen1,2,3,4,5,6,7,8,9,10,11,12,13,14,15,16,17,18,19

  • 1Jean A. Fitzpatrick is the Director of the Programs in Physical Therapy, Assistant Dean, Vagelos College of Physicians & Surgeons, Vice Chair & Professor, Department of Rehabilitation & Regenerative Medicine at Columbia University. She is the board-certified clinical specialist in orthopedic physical therapy. 617 West 168th Street, Georgian Building, Room 323, New York, NY 10032 (jt2634@cumc.columbia.edu). Please address all correspondence to Jean A. Fitzpatrick.

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PubMed
Summary
This summary is machine-generated.

Nineteen core entrustable professional activities (EPAs) were identified as essential for Doctor of Physical Therapy (DPT) students entering practice. This consensus-based framework establishes a national standard for entry-level physical therapy performance outcomes.

Keywords:
Competency-based educationEntrustable professional activitiesPhysical therapy education

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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.