Fairleigh Dickinson University, School of Pharmacy and Health Sciences, Florham Park, New Jersey.
Am J Pharm Educ. 2020 Sep;84(9):ajpe7897. doi: 10.5688/ajpe7897.
To describe the design and evaluation of a program implemented to ready clinical faculty members to use entrustable professional activities (EPAs) for teaching and assessment in experiential education. The school adopted a set of EPAs for faculty members to implement in advanced pharmacy practice experiences (APPEs), and then delivered a two-session faculty development program to ensure faculty members' readiness to implement the EPAs. To determine the success of the faculty development program, qualitative analysis of the moderated discussion held during the program was conducted, post-program and follow-up surveys were administered, and the results of the pilot implementation of EPAs were analyzed. Eleven faculty members participated in the development program, and 10 of them completed the pilot implementation of EPAs and the follow-up survey after completing three APPE blocks. All faculty members responded that the program prepared them to apply what they learned about EPAs to their practice setting in both the post-program and follow-up surveys. In the follow-up survey, 80% of faculty members reported that they were confident in correctly applying what they learned from the program to the EPA pilot, and 100% answered a hypothetical application question correctly. Forty students participated in the pilot implementation of EPAs. Of these, 95% were directly observed by faculty members before making an entrustment decision, and 100% received feedback on their performance. The faculty development program was effective in preparing faculty members to implement the EPA framework in experiential teaching and use the entrustment rubric.
描述一项旨在使临床教师能够使用可委托专业活动 (EPAs) 进行体验式教育教学和评估的计划的设计和评估。学校为教师采用了一套 EPAs，以便在高级药学实践经验 (APPEs) 中实施，然后提供了一个为期两节课的教师发展计划，以确保教师准备好实施 EPAs。为了确定教师发展计划的成功，对计划期间进行的有调节讨论进行了定性分析，进行了计划后和随访调查，并分析了 EPAs 的试点实施结果。11 名教师参加了发展计划，其中 10 名教师在完成三个 APPE 块后完成了 EPAs 的试点实施和随访调查。所有教师都表示，该计划使他们能够将他们所学的 EPAs 应用于他们在计划后和随访调查中的实践环境。在随访调查中，80%的教师报告说，他们有信心将他们从该计划中学到的知识正确应用于 EPA 试点，并且 100%的教师正确回答了一个假设的应用问题。有 40 名学生参加了 EPAs 的试点实施。其中，95%的学生在做出委托决策之前由教师直接观察，并且 100%的学生收到了对其表现的反馈。教师发展计划在使教师能够在体验式教学中实施 EPA 框架并使用委托评分表方面是有效的。
