Alismail Abdullah, López David
Department of Cardiopulmonary Sciences, School of Allied Health Professions, Loma Linda University, Loma Linda, CA, USA.
Department of Medicine, Loma Linda University, Loma Linda, CA, USA.
Adv Med Educ Pract. 2020 Jan 24;11:83-89. doi: 10.2147/AMEP.S239376. eCollection 2020.
The field of clinical education in health care has undergone several paradigm shifts in regards to its original theoretical frameworks across multiple healthcare professions. One of the most common evaluation and assessment tools undergoing equal amounts of change and research is competency-based education. In that vein, the respiratory care profession is also experiencing similar challenges to better asses and evaluate clinical competency. One of the emerging professional directions in respiratory care is the establishment of the advanced practice respiratory therapist (APRT) at the graduate level. This new advanced degree profession currently relies on competency-based education as an evaluation and assessment framework to fulfill the competency domains required by the professions accrediting agency, the Commission on Accreditation for Respiratory Care (CoARC). Since advanced practice, respiratory therapists will be considered advanced practice providers, a more robust assessment tool should be considered to assess and evaluate their clinical performance. The purpose of this article is to establish a higher evaluation and assessment framework, the Entrustable Professional Activity (EPA) tool. Entrusting the learner to be competent practitioners involves many aspects of practice skills, tasks, and other intangible areas such as behaviors and critical thinking that may not typically part of a competency-based education framework. We thus propose a sample EPA framework that is aligned with current CoARC APRT core competencies and a recommendation for an implementation strategy to assist the respiratory care community at large.
医疗保健领域的临床教育在多个医疗专业的原始理论框架方面经历了几次范式转变。基于能力的教育是经历了同等程度的变革和研究的最常见评估工具之一。同样，呼吸治疗专业在更好地评估临床能力方面也面临类似挑战。呼吸治疗领域新兴的专业方向之一是在研究生阶段设立高级实践呼吸治疗师（APRT）。这个新的高级学位专业目前依赖基于能力的教育作为评估框架，以满足专业认证机构呼吸治疗认证委员会（CoARC）要求的能力领域。由于高级实践呼吸治疗师将被视为高级实践提供者，因此应考虑一种更强大的评估工具来评估他们的临床表现。本文的目的是建立一个更高层次的评估框架，即可托付专业活动（EPA）工具。将学习者托付为有能力的从业者涉及实践技能、任务以及行为和批判性思维等许多无形领域的多个方面，而这些方面通常不属于基于能力的教育框架。因此，我们提出了一个与当前CoARC APRT核心能力相一致的EPA框架示例，并为实施策略提出建议，以帮助整个呼吸治疗界。
