A level of trust: Exploring entrustable professional activities as a feedback tool in a skills lab

Abstract

IntroductionThere is a lack of data on use of entrustable professional activitie (EPA) statements and levels of entrustment as a feedback tool in pharmacy education. This study examined EPAs as a feedback tool for student pharmacists in a skills lab series. MethodsEighty-seven third-year student pharmacists ranked their perceived level of entrustment using a three-point scale for 13 EPA core statements in two consecutive semesters. Each semester, students were provided with an individualized EPA report that disclosed the levels of entrustment generated from a feedback model. These levels of entrustment were determined based on student performance in objective structured clinical examination stations and high-stakes activities. The primary objective compared the difference in median entrustment scores between the self-assessment survey and the feedback model. Changes over time in self-assessment accuracy and bias were explored as secondary objectives. ResultsA significant difference was observed between self-assessment and feedback scores for most EPAs in both the fall (Z = −2.38) and spring semesters (Z = −7.77). Self-assessment accuracy significantly improved over time. (T1 = 0.67, T2 = 0.62). Students displayed under confidence of self-assessment in the fall and overconfidence in spring. The Cronbach's alpha values for the study instruments were above 0.8, indicating good reliability. ConclusionsThe difference between self-assessment and feedback scores highlighted the potential of using EPAs to enhance self-awareness and provide feedback in a skills lab series. Self-evaluation of EPAs in a skills lab may also benefit student development as self-reported growth in autonomy was observed over time.