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Related Experiment Video

Updated: Jun 27, 2026

Involving Individuals with Developmental Language Disorder and Their Parents/Carers in Research Priority Setting
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Published on: June 6, 2020

Implementation of a Novel Group-Based Entrustable Professional Activity Model During Early Experiential Placements.

Jimit Gandhi1, Kirsty Tait1, Sally Marotti1

  • 1Adelaide University, School of Pharmacy and Biomedical Science, Adelaide, SA, Australia.

American Journal of Pharmaceutical Education
|June 25, 2026
PubMed
Summary

A group-based entrustable professional activity (EPA) model improved pharmacy students' confidence and competence in obtaining medication histories during early work-integrated learning (WIL) placements. This structured approach enhanced learning through observation and feedback.

Keywords:
Entrustable professional activitiesFeedbackPeer observationReflectionWork-integrated learning

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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

Area of Science:

  • Health Professions Education
  • Pharmacy Education
  • Clinical Pharmacy Practice

Background:

  • Work-integrated learning (WIL) is crucial for developing practical skills in pharmacy students.
  • Traditional clinical placements may lack structured feedback mechanisms for early learners.
  • Entrustable Professional Activities (EPAs) offer a framework for competency-based assessment.

Purpose of the Study:

  • To evaluate a group-based EPA model for early WIL placements in pharmacy.
  • To assess the impact of the EPA model on student confidence and competence in obtaining Best Possible Medication Histories (BPMH).

Main Methods:

  • Pharmacy students participated in structured hospital placements focusing on BPMH.
  • A group learning approach involved rotating between performing and observing the BPMH activity.
  • An EPA tool guided observation, self-reflection, and supervisor feedback.
  • Student confidence and supervisor entrustment ratings were collected across five visits.
  • Performance was assessed via Objective Structured Clinical Examinations (OSCEs) and compared to a pre-EPA cohort.

Main Results:

  • Supervisor entrustment ratings and student self-reported confidence significantly increased over the placement visits.
  • Students performing BPMH later in the program showed higher initial confidence and received better entrustment ratings.
  • OSCE performance demonstrated statistically significant improvements in BPMH documentation and total scores compared to the previous year.
  • Students perceived the EPA framework as valuable for structure, expectation clarity, feedback, and peer learning.

Conclusions:

  • A group-based EPA model is effective and resource-efficient for enhancing early pharmacy WIL placements.
  • The model successfully improved student confidence and competence through structured reflection, feedback, and observational learning.
  • This approach is scalable for undergraduate pharmacy programs seeking to improve clinical skill development.