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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.
Introduction:
A component step in developing a competency-based education (CBE) program is to define a set of consensus-driven learner performance outcomes that will meet the physical therapy (PT) needs of society.
Review Of Literature:
Entrustable professional activities (EPAs) represent observable units of practice that integrate critical competencies that must be demonstrated in the care of patients. EPAs serve as a framework for teaching, learning, and assessment of key skills and responsibilities. The purpose of this manuscript is to describe the iterative, four-phase national consensus-based process, capturing multiple perspectives, on a core set of EPAs that Doctor of Physical Therapy (DPT) students should be entrusted to perform independently upon entering clinical practice for the first time, regardless of setting.
Subjects:
Fifteen physical therapists served as members of the national EPA drafting group. Purposive selection was used to recruit 190 participants to serve as members of a Reactor Panel.
Methods:
A modified Delphi was utilized that included 4 iterative phases. Each phase comprised work completed by the EPA drafting group, supported by experts in EPAs, followed by a reactor panel providing broader community feedback via a modified Delphi to facilitate consensus. Consensus was defined a priori as agreement among >80% of respondents.
Results:
Nineteen core EPAs were identified as essential activities that all graduates of entry-level DPT programs should be able to perform safely and without the need for supervision, regardless of the practice setting. Each EPA has 5-7 critical competencies mapped to it that are aligned to learner characteristics required to be entrusted to that essential task.
Discussion:
These core entry-level EPAs can serve as the national standard for minimum core performance outcomes required at entrance into clinical practice.
Conclusion:
This EPA framework can be used for teaching and assessing the critical competencies necessary for safe and efficient entry-level practice.
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