Late Breaking Original Research
Tuesday, October 15, 2024
08:30 AM–10:00 AM
Abstract
Introduction: Entrustable Professional Activities (EPAs) are measures of work that, when paired with entrustment-supervision (ES) scales, are used for student self-reflection of their performance.
Research Question or Hypothesis: Can EPA-based student self-assessments measure growth of pharmacy student performance across a pharmacy experiential curriculum?
Study Design: Retrospective, cohort
Methods: Preceptor and student self-assessments using the 2016 AACP Core EPAs 1-6 coupled with an expanded ES scale during experiences in the third and fourth professional year UIC PharmD students on rotation from fall 2020 to fall 2023 were analyzed. The primary outcome was the change in entrustment (ES growth) of self-assessed performance across an experiential curriculum of introductory and advanced pharmacy practice experiences (IPPE/APPE). Secondary outcomes were growth rate differences from preceptors, across different types of experience (community, hospital, ambulatory care, inpatient), training environments (academic medical centers [AMC] versus other types [non-AMC], and rotation order. We used a conditional growth curve model and an ordinal mixed effects model to demonstrate the discrete decisions made for entrustment.
Results: We collected 10,098 self-assessments from 509 students and 12,426 assessments by 557 preceptors. The raw ES levels and unconditional growth curves showed growth over time from P3 to P4 year across all six EPAs. When comparing care setting and training environment, inpatient had lower ES scores than outpatient settings on EPAs 2, 4-6 and AMCs had lower ES scores than non-AMCs on EPA 6. Rotation order of IPPE experiences during P3 had no effect on P4 ES levels. The linear distribution shows clustering of assessments between preceptors and students over time. The mixed effects regression model shows a strong relationship between assessments between preceptors and students, which were the same nearly half of the time (48.4%), with preceptor assessment being higher than the student (63.9%) when different.
Conclusion: Paired with an expanded ES scale, EPA-based self-assessments document learner growth over a pharmacy experiential curriculum.
Presenting Author
Jennie B. Jarrett PharmD, MMedEd, PhD, FCCPUniversity of Illinois at Chicago
Authors
Sheila Allen PharmD, BCPS
University of Illinois Chicago
Jeffrey Cheung PhD
University of Illinois at Chicago
Marlowe Djuric Kachlic PharmD
University of Illinois Chicago
Tara Driscoll PharmD
University of Illinois at Chicago College of Pharmacy
Abigail Elmes PharmD, BCPS, MHPE
University of Illinois at Chicago College of Pharmacy
Stuart T. Haines PharmD, BCPS, BCACP
Edward Podsiadlik PhD
University of Illinois Chicago
Allison Schriever Pharm.D.
The University of Illinois College of Pharmacy at Rockford
Alan Schwartz PhD
University of Illinois at Chicago
Ara Tekian PhD, MHPE
University of Illinois Chicago