A Program to Prepare Clinical Pharmacy Faculty Members to Use Entrustable Professional Activities in Experiential Education

Rivkin, Anastasia; Rozaklis, Lillian; Falbaum, Sasha

doi:10.5688/ajpe7897

Cited by 4 publications

(1 citation statement)

References 16 publications

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“…In effect, the observers have mostly likely served as members of the OSCE development team, thereby establishing a robust consensus on the incorporation of EPAs and students’ expectations. This compares to efforts described in the literature about the design and evaluation of a program implemented to prepare clinical faculty members to use EPAs for teaching and assessment in experiential education [ 39 ]. Similarly, preceptors’ development programs were reported to be effective in establishing a standardized understanding of the level of entrustability and help ensure that preceptors consistently assign levels of engagement to EPA-based tasks performed by students during their experiential rotations [ 30 ].…”

Section: Discussionmentioning

confidence: 99%

Entrustable professional activities-based objective structured clinical examinations in a pharmacy curriculum

Nasser,

Kanbar,

Btaiche

et al. 2024

BMC Med Educ

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Background The integration of Objective Structured Clinical Examinations (OSCEs) within the professional pharmacy program, contributes to assessing the readiness of pharmacy students for Advanced Pharmacy Practice Experiences (APPEs) and real-world practice. Methods In a study conducted at an Accreditation Council for Pharmacy Education (ACPE)-accredited Doctor of Pharmacy professional degree program, 69 students in their second professional year (P2) were engaged in OSCEs. These comprised 3 stations: best possible medication history, patient education, and healthcare provider communication. These stations were aligned with Entrustable Professional Activities (EPAs) and Ability Statements (AS). The assessment aimed to evaluate pharmacy students’ competencies in key areas such as ethical and legal behaviors, general communication skills, and interprofessional collaboration. Results The formulation of the OSCE stations highlighted the importance of aligning the learning objectives of the different stations with EPAs and AS. The evaluation of students’ ethical and legal behaviors, the interprofessional general communication, and collaboration showed average scores of 82.6%, 88.3%, 89.3%, respectively. Student performance on communication-related statements exceeded 80% in all 3 stations. A significant difference (p < 0.0001) was found between the scores of the observer and the SP evaluator in stations 1 and 2 while comparable results (p = 0.426) were shown between the observer and the HCP evaluator in station 3. Additionally, a discrepancy among the observers’ assessments was detected across the 3 stations. The study shed light on challenges encountered during OSCEs implementation, including faculty involvement, resource constraints, and the necessity for consistent evaluation criteria. Conclusions This study highlights the importance of refining OSCEs to align with EPAs and AS, ensuring a reliable assessment of pharmacy students’ clinical competencies and their preparedness for professional practice. It emphasizes the ongoing efforts needed to enhance the structure, content, and delivery of OSCEs in pharmacy education. The findings serve as a catalyst for addressing identified challenges and advancing the effectiveness of OSCEs in accurately evaluating students’ clinical readiness.

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Section: Discussionmentioning

confidence: 99%

Entrustable professional activities-based objective structured clinical examinations in a pharmacy curriculum

Nasser,

Kanbar,

Btaiche

et al. 2024

BMC Med Educ

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Assessment of preceptor understanding and use of levels of entrustment

Frenzel

Richter

Hursman

et al. 2021

Currents in Pharmacy Teaching and Learning

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Empowering Continuing Medical Education (CME) in India: leveraging Kern’s instructional design model

Govindarajan,

Rajaragupathy

2024

BMC Med Educ

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Introduction Continuing Medical Education (CME) is vital for healthcare professionals to remain current with advancements and maintain their competence. In India, CME remains in its early stages, lacking a systematic approach. There is a pressing need for a comprehensive framework that addresses needs assessment, program development, accreditation, and credit allocation. Specifically, there is a gap in delivering targeted CME that meets the needs of different medical professionals at appropriate times. The aim of this study is to employ Kern’s six steps of curriculum design to plan and evaluate a faculty development program focused on Entrustable Professional Activities (EPAs) for MD (Doctor of Medicine) Biochemistry professionals. Methods This study utilized Kern’s six-step approach to design a training program on Entrustable Professional Activities (EPAs) tailored for MD Biochemistry professionals. Approval was obtained from the Institutional Human Ethics Committee. Following problem identification, a targeted needs assessment was conducted through expert consultations. The goal of the program was established, focusing on the development and delivery of an interactive online CME program. The program was developed, implemented and evaluated using surveys and feedback questionnaires. Results A comprehensive literature review revealed a notable gap in EPA-related works for MD Biochemistry program. Expert consultations highlighted significant training needs and barriers, such as limited resources and professional commitments. Consequently, the program’s primary objective was to raise awareness and sensitize participants to EPA development. A 4-h online CME was designed, featuring expert-led sessions and collaborative group activities. The program attracted 152 participants and utilized interactive elements, such as polls and chats, to foster engagement. Group activities allowed participants to apply concepts in EPA validation. Pre- and post-program surveys demonstrated significant improvements in participants’ knowledge and confidence. Feedback highlighted the practical relevance of the content and the interactive, hands-on nature of the sessions. Conclusion Kern’s six-step approach provided a structured and effective framework for developing the CME program, addressing identified needs and barriers, and enhancing faculty development in MD Biochemistry. This study underscores the importance of a systematic approach in CME to improve program effectiveness. Trial registration Not applicable. Supplementary Information The online version contains supplementary material available at 10.1186/s12909-024-06212-5.

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A Program to Prepare Clinical Pharmacy Faculty Members to Use Entrustable Professional Activities in Experiential Education

Cited by 4 publications

References 16 publications

Entrustable professional activities-based objective structured clinical examinations in a pharmacy curriculum

Entrustable professional activities-based objective structured clinical examinations in a pharmacy curriculum

Assessment of preceptor understanding and use of levels of entrustment

Empowering Continuing Medical Education (CME) in India: leveraging Kern’s instructional design model

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