Entrustment and Practice Readiness: Learner Experiences With Implementing Longitudinal Assessment Using Entrustable...

Area of Science:

• Dental Education
• Medical Education
• Healthcare Professional Training

Background:

• Traditional assessment methods in dental education often rely on single, high-stakes evaluations.
• There is a growing need for more authentic and continuous assessment strategies to ensure practice readiness.
• Longitudinal frameworks, such as Entrustable Professional Activities (EPAs), offer a promising alternative for evaluating learner competency over time.

Purpose of the Study:

• To evaluate dental learner experiences with a longitudinal entrustment framework using Entrustable Professional Activities (EPAs).
• To assess the acceptability, appropriateness, and feasibility of the EPA system from the learners' perspective.
• To identify facilitators and barriers influencing the implementation of this assessment system in dental education.

Main Methods:

• A multi-methods design was employed with fourth-year dental students.
• Surveys assessed learner perceptions of acceptability, appropriateness, and feasibility (n=25).
• Virtual focus groups explored learner experiences in depth (n=18), guided by the Consolidated Framework for Implementation Research.

Main Results:

• Learners reported high acceptability (82%) and appropriateness (82%) of the EPA system for assessing entrustment and practice readiness.
• Feasibility was rated at 70%, with learners preferring longitudinal assessment for progress tracking and skill development.
• Facilitators included learner-centered values, faculty training, and positive faculty relationships; shared understanding and feedback were crucial.

Conclusions:

• Learners perceive EPA-based longitudinal assessment as an authentic, learner-centered method for evaluating practice readiness.
• The framework motivates ongoing skill refinement and supports lifelong learning.
• Successful implementation and sustainability depend on addressing feasibility and fostering shared understanding between learners and faculty.