scholarly journals Exploratory Analysis of Entrustable Professional Activities as a Performance Measure During Early Pharmacy Practice Experiences

2019 ◽  
Vol 83 (2) ◽  
pp. 6517
Author(s):  
Laura A. Rhodes ◽  
Macary Weck Marciniak ◽  
Jacqueline McLaughlin ◽  
Carlos R. Melendez ◽  
Kim I. Leadon ◽  
...  
Keyword(s):  
Pharmacy Practice ◽  
Performance Measure ◽  
Exploratory Analysis ◽  
Entrustable Professional Activities ◽  
Professional Activities ◽  
A Performance

scholarly journals Entrustable Professional Activities for Pharmacy Practice

2016 ◽  
Vol 80 (4) ◽  
pp. 57 ◽  
Author(s):  
Amy L. Pittenger ◽  
Scott A. Chapman ◽  
Caitlin K. Frail ◽  
Jean Y. Moon ◽  
Megan R. Undeberg ◽  
...  
Keyword(s):  
Pharmacy Practice ◽  
Entrustable Professional Activities ◽  
Professional Activities

scholarly journals Tracked Patient Encounters During Advanced Pharmacy Practice Experiences and Skill Self-assessment Using Entrustable Professional Activities

2019 ◽  
Vol 83 (9) ◽  
pp. 7349
Author(s):  
Jody L. Lounsbery ◽  
Bethany A. Von Hoff ◽  
Scott A. Chapman ◽  
Caitlin K. Frail ◽  
Jean Y. Moon ◽  
...  
Keyword(s):  
Pharmacy Practice ◽  
Entrustable Professional Activities ◽  
Self Assessment ◽  
Professional Activities

scholarly journals Entrustable Professional Activities for Specialty Pharmacy Practice

2016 ◽  
Vol 80 (10) ◽  
pp. 178 ◽  
Author(s):  
Amy L. Pittenger ◽  
Scott A. Chapman ◽  
Caitlin K. Frail ◽  
Jean Y. Moon ◽  
Megan R. Undeberg ◽  
...  
Keyword(s):  
Pharmacy Practice ◽  
Entrustable Professional Activities ◽  
Professional Activities ◽  
Specialty Pharmacy

Development of Entrustable Professional Activities for Training of Hospice and Palliative Care Pharmacists (SCI961)

2021 ◽  
Vol 61 (3) ◽  
pp. 702-703
Author(s):  
Kashelle Lockman ◽  
Maria Lowry ◽  
Sandra Discala ◽  
Tanya Uritsky ◽  
Amanda Lovell ◽  
...  
Keyword(s):  
Palliative Care ◽  
Entrustable Professional Activities ◽  
Professional Activities ◽  
Hospice And Palliative Care

scholarly journals Workplace-based assessments of entrustable professional activities in a psychiatry core clerkship: an observational study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Severin Pinilla ◽  
Alexandra Kyrou ◽  
Stefan Klöppel ◽  
Werner Strik ◽  
Christoph Nissen ◽  
...  
Keyword(s):  
Clinical Encounter ◽  
Entrustable Professional Activities ◽  
Written Feedback ◽  
Professional Activities ◽  
Quality Feedback ◽  
Observational Prospective Cohort Study ◽  
Competency Based ◽  
Patient’S History ◽  
Indirect Supervision ◽  
Clerkship Rotation

Abstract Background Entrustable professional activities (EPAs) in competency-based, undergraduate medical education (UME) have led to new formative workplace-based assessments (WBA) using entrustment-supervision scales in clerkships. We conducted an observational, prospective cohort study to explore the usefulness of a WBA designed to assess core EPAs in a psychiatry clerkship. Methods We analyzed changes in self-entrustment ratings of students and the supervisors’ ratings per EPA. Timing and frequencies of learner-initiated WBAs based on a prospective entrustment-supervision scale and resultant narrative feedback were analyzed quantitatively and qualitatively. Predictors for indirect supervision levels were explored via regression analysis, and narrative feedback was coded using thematic content analysis. Students evaluated the WBA after each clerkship rotation. Results EPA 1 (“Take a patient’s history”), EPA 2 (“Assess physical & mental status”) and EPA 8 (“Document & present a clinical encounter”) were most frequently used for learner-initiated WBAs throughout the clerkship rotations in a sample of 83 students. Clinical residents signed off on the majority of the WBAs (71%). EPAs 1, 2, and 8 showed the largest increases in self-entrustment and received most of the indirect supervision level ratings. We found a moderate, positive correlation between self-entrusted supervision levels at the end of the clerkship and the number of documented entrustment-supervision ratings per EPA (p < 0.0001). The number of entrustment ratings explained 6.5% of the variance in the supervisors’ ratings for EPA 1. Narrative feedback was documented for 79% (n = 214) of the WBAs. Most narratives addressed the Medical Expert role (77%, n = 208) and used reinforcement (59%, n = 161) as a feedback strategy. Students perceived the feedback as beneficial. Conclusions Using formative WBAs with an entrustment-supervision scale and prompts for written feedback facilitated targeted, high-quality feedback and effectively supported students’ development toward self-entrusted, indirect supervision levels.

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