Entrustable professional activities in undergraduate dental education: A practical model for development and validation

Sivakumar, Arunachalam; Pau, Allan; Nadarajah, Vishna Devi; Babar, Muneer Gohar; Samarasekera, Dujeepa D.

doi:10.1111/eje.12809

Cited by 4 publications

(2 citation statements)

References 37 publications

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“…(Term also used for ADEA-proposed EPAs for predoctoral education.) 32 Entrustable professional activity A unit of professional practice or essential task of a discipline profession, specialty, or subspecialty that a learner can be trusted to perform without direct supervision in a given health care context once sufficient competence has been demonstrated. 33 Elective EPAs Optional tasks that may vary among learners and may determine a personal profile at graduation.…”

Section: Core Entrustable Professional Activitiesmentioning

confidence: 99%

American Dental Education Association Compendium Entrustable Professional Activities Workgroup report

Ramaswamy,

Danciu,

Kennedy

et al. 2024

Journal of Dental Education

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PurposeEntrustable professional activities (EPAs) are discrete clinical tasks that can be evaluated to help define readiness for independent practice in the health professions and are intended to increase trust in the dental graduate. EPAs provide a framework that bridges competencies to clinical practice. This report describes the work of the American Dental Education Association (ADEA) Compendium EPA Workgroup to develop a list of EPAs for dental education and supportive resources, including specifications and a glossary.MethodsPreliminary work including literature and resource review, mapping of existing competencies, and review of other health professions’ EPAs informed the development of our EPAs list. Workgroup members achieved consensus using a modified Delphi process. A Qualtrics survey using a validated rubric for the assessment of EPAs as described in peer‐reviewed literature was used. Dental educators, including academic deans, were surveyed for feedback on the content and format of the EPAs.ResultsBased on findings in the literature analysis of existing EPAs and competencies in health professions, a list of EPAs was developed along with a description of specifications. The EPA workgroup (nine members from multiple institutions) used the Delphi process in receiving feedback from various experts. A list of 11 core EPAs was vetted by dental educators including academic deans (n = ∼23), and the process of development was reviewed by EPAs experts outside dental education. A glossary was developed to align language.ConclusionThese EPAs define the scope of dental practice. This report represents Phase 1 of the EPA framework development and vetting process. Future directions will include a broader vetting of the EPA list, faculty development, and national standardized technology that support this work to optimize implementation.

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Section: Core Entrustable Professional Activitiesmentioning

confidence: 99%

American Dental Education Association Compendium Entrustable Professional Activities Workgroup report

Ramaswamy,

Danciu,

Kennedy

et al. 2024

Journal of Dental Education

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show abstract

“…There have been implementations of EPAs in professional training such as pharmacy (Abeyaratne and Galbraith, 2023;Haines et al, 2017Haines et al, , 2018, nursing (Alexander et al, 2022;Corrigan et al, 2022;Spies and Feutz, 2023), physician assistant studies (Mulder et al, 2010;Acker et al, 2021), dentistry (Arunachalam et al, 2023;Cully et al, 2023;Ehlinger et al, 2023) and dietetics (Bramley et al, 2021(Bramley et al, , 2023. As almost all these implementations are relatively new, there have been few studies regarding the effectiveness of these programs.…”

Section: Developing Entrustable Professional Activitiesmentioning

confidence: 99%

Entrustable professional activities: a model for job activity competency framework with microcredentials

Ma¹,

Cate

2023

IJILT

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PurposeJob competency frameworks are based on the listing skills required for a job. The assumption is that if a candidate is presumed to have the skills, then the candidate should be able to do the job. Thus, employers hope to identify prospective employees having the required skills. However, this may differ from knowing whether the employee is ready to be trusted to do the job activities with minimal or no supervision. The authors pose the question how employers might know about the capability of prospective employees to perform the job activities for which the employees are being hired.Design/methodology/approachIn health professions education, a job activity-based framework has been developed called “entrustable professional activities” (EPAs, activities to be entrusted). This paper reviews the job activity framework and EPAs used in medical education, considering how this might support preparation for work in other sectors of the labor market.FindingsThe authors describe the EPA framework, some implementation issues and how EPAs lead to a type of microcredential being awarded to individuals as the individuals demonstrate that the individuals can be entrusted with specific job activities.Originality/valueThe focus of this paper is to demonstrate that a medical education model could potentially be adopted by other industries to provide employers with information regarding the ability of a prospective employee in performing the job activities required. Such an approach would address employer's concerns about the job readiness of potential employees.

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Studienabschnitt „Vom Symptom zur Erkrankung“ – Schritte in ein integriertes Zahnmedizincurriculum

Lemke,

Mirzakhanian,

Sehner

et al. 2023

Bundesgesundheitsbl

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ZusammenfassungIn Anlehnung an den am Universitätsklinikum Hamburg-Eppendorf bereits etablierten Modellstudiengang Humanmedizin (iMED) wurde das zahnmedizinische Ausbildungskonzept grundlegend überarbeitet und der Modellstudiengang Zahnmedizin (iMED DENT) entwickelt. Hierbei wurden Reformziele wie Interdisziplinarität zwischen Zahnmedizin und Medizin, früher Patient:innenkontakt, psychosoziale und kommunikative Kompetenzen sowie eine wissenschaftliche Orientierung festgelegt. Der zweite Studienabschnitt „Vom Symptom zur Erkrankung“ im 2. und 3. Studienjahr stellt das Bindeglied zwischen der „Normalfunktion“ im 1. Studienjahr und dem letzten klinischen Ausbildungsabschnitt „Therapie“ dar. Der modulare Aufbau des Modellstudiengangs ermöglicht es, Themen repetitiv aufzugreifen und zu vertiefen sowie in der präklinisch praktischen Ausbildung zahnärztliche Fertigkeiten als Vorbereitung auf die Behandlung von Patient:innen zu verfestigen. Die zahnärztliche Prophylaxe, das Assistieren in der Klinik und die Befunderhebung bei Patient:innen schaffen in diesem Ausbildungsabschnitt den frühen Bezug zur Praxis. Neu integriert sind der Wissenschafts- und Kommunikationsstrang, die ebenfalls modular und in enger Verzahnung mit der Zahnmedizin stattfinden. Die bisherigen Ergebnisse der jährlichen Lehrevaluationen der ersten 3 Kohorten des Modellstudiengangs sprechen für eine erfolgreiche Umsetzung, zeigen aber auch, dass die kontinuierliche Weiterentwicklung und Verbesserung des Konzeptes anzustreben sind.

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Entrustable professional activities in undergraduate dental education: A practical model for development and validation

Cited by 4 publications

References 37 publications

American Dental Education Association Compendium Entrustable Professional Activities Workgroup report

American Dental Education Association Compendium Entrustable Professional Activities Workgroup report

Entrustable professional activities: a model for job activity competency framework with microcredentials

Studienabschnitt „Vom Symptom zur Erkrankung“ – Schritte in ein integriertes Zahnmedizincurriculum

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