Entrustable Professional Activities: Focus on Assessment Methods

Bramley, Andrea; McKenna, Lisa

doi:10.1007/978-981-13-6106-7_82-1

Cited by 2 publications

(2 citation statements)

References 41 publications

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“…Entrustable professional activities describe the work that is done by a competent professional, and the supervisor is able to rate the learner according to the level that they ‘trust’ them to perform the task or activity without direct supervision or observation 21,23 . They are directly linked to one or multiple competencies and assessment challenges as they describe the work that is performed by a competent professional in an observable workplace‐oriented way 24,25 …”

Section: Introductionmentioning

confidence: 99%

Entrustable professional activities in entry‐level health professional education: A scoping review

Bramley

McKenna

2021

Medical Education

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Entrustable professional activities (EPAs) are a recent enhancement to competency‐based health professional education that describe the observable work done by a competent health professional. Through defining education outcomes in a work‐based context, EPAs offer potential to identify skill gaps in individual or student cohorts and focus improvements. Entrustable professional activities have been pioneered and gained rapid acceptance in postgraduate medical education; however, less is known about their application and use in undergraduate or entry‐level health professional education. The Joanna Briggs Institute scoping review methodology was used to explore how and in what context EPAs are being used in entry‐level health professional education. Databases searched include CINAHL, EMBASE, MEDLINE, Web of Science and PsycINFO. A total of 748 abstracts were returned after duplicates removed, and 127 full‐text articles were screened with 30 included for data extraction. Publications in this area have recently accelerated with disciplines of professions of medicine, pharmacy, dietetics and physician assistants reporting on EPA development, implementation and evaluation. EPA use has been reported in the United States, Canada, Europe Australia and Central America. Major motivation reported for EPA use is to improve patient safety by aligning performance and expectations and to improve student assessment. Several studies report on the use of EPAs to evaluate different curriculum models or identify curriculum gaps representing potential application in education research.

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Section: Introductionmentioning

confidence: 99%

Entrustable professional activities in entry‐level health professional education: A scoping review

Bramley

McKenna

2021

Medical Education

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“…Use of EPAs for work‐based assessment is appealing as they link the work that is done by practising professionals to competencies and are readily understood by students and educators (Bramley & McKenna, 2020 ). EPAs offer potential means to measure both dietetic student performance and community and public health educational experiences addressing the gap in published literature regarding the attainment of dietetic competence in this setting.…”

Section: Introductionmentioning

confidence: 99%

Development and evaluation of Entrustable Professional Activities embedded in an e‐portfolio for work‐based assessment in community and public health dietetics

Bramley

Forsyth

McKenna

2022

Health Social Care Comm

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Entrustable professional activities (EPAs) is a recent concept that helps operationalise competency-based education. In this paper, we report on the development of EPAs and incorporation into an e-portfolio for work-based assessment of final year dietetics students in a community and public health professional placement. We aimed to determine the utility of the EPAs for work-based assessment in this context. We used action research methodology to conduct broad consultation with students and supervisors using anonymous surveys and focus groups to understand their beliefs and attitudes towards work-based assessment. Consequently, 40 EPAs with an accompanying four-point entrustment scale were developed and mapped to the National Competency Standards for Dietitians in Australia. The EPAs and assessment tool were piloted and evaluated via an anonymous online user survey across three cohorts of students (n = 133) and supervisors (n = 67). Following mediocre pilot year evaluation results, EPAs were revised and reduced in number. While students positively evaluated the e-portfolio, their appraisal of the EPAs and entrustment scale was less positive compared to supervisors. Supervisor evaluation of the EPA-based e-portfolio supported the validity, feasibility and acceptability of this novel assessment method in a community and public health setting. Assessment using EPAs, and the resulting educational data collected by the tool, offers potential for individual learners to identify areas needing development during placement, as well as potential to inform curriculum improvements and increase understanding of learning opportunities and outcomes for dietetic students in community and public health settings.

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Entrustable Professional Activities: Focus on Assessment Methods

Cited by 2 publications

References 41 publications

Entrustable professional activities in entry‐level health professional education: A scoping review

Entrustable professional activities in entry‐level health professional education: A scoping review

Development and evaluation of Entrustable Professional Activities embedded in an e‐portfolio for work‐based assessment in community and public health dietetics

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