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Integrating and Assessing Entrustable Professional Activities in PharmD Curricula.
Am J Pharm Educ
January 2025
Office of Consultation and Research in Medical Education, University of Iowa Carver College of Medicine. Electronic address:
Objectives: The 2022 Curriculum Outcomes and Entrustable Professional Activities (COEPA) include an updated set of entrustable professional activities (EPAs) for PharmD graduates. To assist pharmacy educators with the integration and assessment of EPAs, the objective of this work was to review and synthesize 1) approaches to integrate EPAs in health professions curricula 2) strategies for EPA-related assessments and entrustment in health professions curricula and 3) challenges and research needs for integrating EPAs in assessment frameworks in PharmD curricula FINDINGS: A literature review resulted in 114 articles identified as having relevance with 33 articles specific to pharmacy education. There are multiple components of an effective EPA integration and assessment plan, including administrative leadership, determination of programmatic EPAs with comprehensive descriptions, selection of an entrustment-supervision scale, identification of EPA-based assessments, EPA mapping, data management, and training and development.
View Article and Find Full Text PDFDevelopment and validation of an assessment approach for competency-based nursing education in low-income settings: A consensus study.
Nurse Educ Pract
January 2025
School of Nursing, Faculty of Health Sciences, University of the Free State, P.O. Box 339, Bloemfontein 9300, South Africa. Electronic address:
Aim: To report the development and validation of an assessment approach for competency-based nursing education in low-income settings BACKGROUND: Adopting a competency-based curriculum has been linked with the resource-intensive, programmatic assessment approach. However, implementing this approach in low-income contexts has challenges. Nursing education institutions in low-income contexts reported difficulties implementing programmatic assessment.
View Article and Find Full Text PDFWhat competencies does an orthodontic postgraduate need?
BMC Med Educ
December 2024
Medical Education Research Center, Department of Medical Education, Isfahan University of Medical Sciences, Isfahan, Iran.
Background: Competency frameworks are used to guide professional education and assessment. An orthodontic graduate needs various competencies. This study aimed to determine competencies and create a basic competency framework for orthodontic graduates.
View Article and Find Full Text PDFA traditional or an innovative approach to assessment: The Assessment PROFILE.
Med Teach
January 2025
Medical Teacher Journal, Dundee, UK.
The widely used SPICES framework focused on curriculum development. The Assessment PROFILE serves a similar purpose for current trends in assessment. A school has to decide where it wishes to lie on each of the continua: a programme-focused approach with decisions based on evidence collected from a number of sources; authentic assessment based on assessment in the 'real world'; outcome-/competency-based assessment; assessment learning; assessment with an impact; learner engagement; and quality assurance and evaluation of the assessment.
View Article and Find Full Text PDFTo Evaluate Structured Competency-Based Curriculum for Health Programs among Community Medicine Postgraduates: Mixed Method Approach.
Indian J Community Med
October 2024
Department of Microbiology, AIIMS, Bibinagar, Hyderabad, Telangana, India.
Background: The postgraduate curriculum needs to be given a definite shape so as to make health programs more intensive and integrative. In the present scenario, most of the information is unclear and infrequent. A structured public health competency-based education is an important aspect to consider for integrative health care.
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