Evaluating Practice Readiness of Advanced Pharmacy Practice Experience Students Using the Core Entrustable Professional Activities

• Published in: American journal of pharmaceutical education 2020-10, Vol.84 (10), p.1292-1299, Article ajpe7853
• Main Authors: Marshall, Leisa L., Kinsey, Joshua, Nykamp, Diane, Momary, Kathryn
• Format: Article
• Language: English
• Subjects: Academic Achievement; advanced practice experiences; Agreements; Ambulatory care; Brief; Clinical competence; College students; Colleges & universities; Communicable Diseases; core entrustable professional activities; Drug stores; entrustability; Evaluation; Geriatrics; Informed Consent; Medical education; Medical errors; Methods; performance assessment; Performance Based Assessment; Pharmaceutical Education; Pharmaceutical sciences; Pharmacists; Pharmacy; proficiency development; Self evaluation; Self Evaluation (Individuals); Stakeholders; Student Attitudes; Student Evaluation; University students
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe7853

Objective. To evaluate levels of entrustability and practice readiness in advanced pharmacy practice experience (APPE) students using a pilot instrument designed to assess their competency in performing the entrustable professional activities (EPAs) expected of new pharmacy graduates. Methods. A pilot instrument was developed directly from EPAs to measure entrustability levels on a scale of one to five. Five APPE preceptors from several different practice areas participated. Fourth-year students used the instrument to self-evaluate their knowledge and skills at the beginning, midpoint, and end of the APPE. The preceptors evaluated students using the same instrument at APPE midpoint and end. The instrument had assigned weights for each EPA and entrustability level for a score of 100 if all items were marked five. If a rating of non-applicable was chosen, score adjustments were made. All students in the graduating class of 2018 were invited to perform a self-evaluation at the end of the fourth (APPE) year using the same instrument that study participants used. Results. Twenty-eight students and five preceptors completed evaluations during the APPE year. Overall scores from both preceptor evaluations of students and student self-evaluations increased significantly from pre-APPE to midpoint to final. Student self-evaluations were only slightly higher than preceptor evaluations. The mean (SD) preceptor scores for students and student self-assessment scores at the end of each APPE were 85.4% (7.1) and 87.2% (10.3), respectfully. One practice manager EPA and three population health EPAs were considered to not be applicable by preceptors on ≥50% of evaluations. Approximately 94% of all graduating students completed the year-end self-evaluations, with a mean (SD) score of 89% (8.6) and no EPAs marked as not applicable. Conclusion. Pharmacy students’ proficiency in EPA improved during individual APPEs. According to preceptors, students’ greatest improvement in entrustability was in educating patients and colleagues regarding appropriate use of medications and collecting information to identify medication-related problems.