Abigail T Elmes-Patel, Sheila M Allen, Marlowe Djuric Kachlic, Allison E Schriever, Tara P Driscoll, Ara Tekian, Jeffrey J H Cheung, Edward Podsiadlik, Stuart T Haines, Alan Schwartz, Jennie B Jarrett
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引用次数: 0
Abstract
Objective: To explore Advanced Pharmacy Practice Experience (APPE) preceptor perspectives including implemenation recommendations, barriers, and facilitators to using entrustable professional activity (EPA) assessment in pharmacy experiential education.
Methods: Two 90-minute virtual focus group sessions were conducted to elucidate preceptor perspectives on EPA integration into APPEs through semi-structured discussion. Preceptors with experience utilizing entrustment-supervision (ES) scales with EPAs for assessments for at least four APPE learners in the last year were eligible. The primary outcome was a description of implementation guidance for assessing learners using an EPA framework. Secondary outcomes include descriptions of barriers and facilitators to using an EPA framework in APPE learner assessment. All sessions were recorded, transcribed, and analyzed using inductive thematic analysis.
Results: Eleven APPE preceptors representing nine institutions participated. Commonly identified implementation recommendations were regular, repetitive preceptor education using case vpractice ignettes, student orientation to assessment expectations, clear delineation of minimum competency level, frequent discussions with preceptors, and use of institutional resources. Identified barriers were the abstractness of entrustability, subjectivity of the ES scale and preceptor assessments, unclear grading schemes, length and complexity of the assessments, and EPA applicability to the specific practice setting. Commonly identified facilitators were clearly defined scales and expectations, preceptor education, student education, pass/fail grading schemes, and shorter, more frequent assessments.
Conclusion: EPA-based assessments can be used by preceptors for workplace-based assessments during APPEs. Faculty/preceptor development and student orientation with benchmarking and clear expectations are needed to support implementation.
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