Jarrett Jennie B, Elmes-Patel Abigail T, Allen Sheila M, Djuric Kachlic Marlowe, Schriever Allison E, Driscoll Tara P, Tekian Ara, Cheung Jeffrey J H, Podsiadlik Edward, Haines Stuart T, Schwartz Alan
Department of Pharmacy Practice, Herbert M. and Carol H. Retzky College of Pharmacy, University of Illinois Chicago, Chicago, IL 60612, USA.
Department of Medical Education, College of Medicine at Chicago, University of Illinois, Chicago, IL 60612, USA.
Pharmacy (Basel). 2025 May 21;13(3):72. doi: 10.3390/pharmacy13030072.
The objective was to evaluate the growth in pharmacy student performance in entrustable professional activity (EPA) assessments across the experiential curriculum based on preceptor assessments on an entrustment-supervision (ES) scale. This retrospective cohort study used assessments based on the 2016 American Association of Colleges of Pharmacy Core EPAs and an expanded ES scale during introductory and advanced pharmacy practice experiences (IPPEs/APPEs) in the third and fourth professional years from fall 2020 to fall 2023. The primary outcome was the change in ES level, assessed by preceptors over time. The secondary outcomes were growth rates across types of experiences, training environments, and experience order. A conditional growth curve model and ordinal mixed effects model were used to demonstrate discrete entrustment decisions. A total of 509 students received 12,426 assessments by 557 preceptors. Raw ES levels and unconditional growth curves for EPA show increases in entrustability from years P3 to P4. Comparing care settings, there was lower entrustment in inpatient than outpatient settings and at academic medical centers than other settings. There were no significant differences in ES levels regardless of which IPPE was taken first. However, when the first APPE was an inpatient medicine experience, ES levels across APPEs for EPA 3 were higher when compared to ambulatory care as the first APPE, and they were higher for EPA 5 when compared to community pharmacy as the first APPE. Paired with ES scales, EPAs can be integrated into pharmacy experiential curricula to demonstrate longitudinal growth in student entrustment.
目的是根据委托监督（ES）量表上的带教老师评估，评估药学专业学生在整个实践课程中可托付专业活动（EPA）评估中的表现增长情况。这项回顾性队列研究在2020年秋季至2023年秋季第三和第四专业学年的基础药学实践入门和进阶经验（IPPEs/APPEs）期间，使用基于2016年美国药学院协会核心EPA的评估和扩展的ES量表。主要结果是ES水平的变化，由带教老师随时间进行评估。次要结果是不同类型经验、培训环境和经验顺序的增长率。使用条件增长曲线模型和有序混合效应模型来展示离散的委托决策。共有509名学生接受了557名带教老师的12426次评估。EPA的原始ES水平和无条件增长曲线显示从P3年到P4年可托付性有所增加。比较护理环境，住院环境中的委托程度低于门诊环境，学术医疗中心的委托程度低于其他环境。无论先进行哪项IPPE，ES水平均无显著差异。然而，当第一次APPE是内科住院实习经历时，与第一次APPE是门诊护理相比，EPA 3在整个APPE中的ES水平更高，与第一次APPE是社区药房相比，EPA 5的ES水平更高。与ES量表相结合，EPA可以整合到药学实践课程中，以展示学生委托方面的纵向增长。
