PT  - JOURNAL ARTICLE
AU  - Rhodes, Laura A.
AU  - Marciniak, Macary Weck
AU  - McLaughlin, Jacqueline
AU  - Melendez, Carlos R.
AU  - Leadon, Kim I.
AU  - Pinelli, Nicole R.
TI  - Exploratory Analysis of Entrustable Professional Activities as a Performance Measure During Early Pharmacy Practice Experiences
AID  - 10.5688/ajpe6517
DP  - 2019 Mar 01
TA  - American Journal of Pharmaceutical Education
PG  - 6517
VI  - 83
IP  - 2
4099  - http://www.ajpe.org/content/83/2/6517.short
4100  - http://www.ajpe.org/content/83/2/6517.full
SO  - Am J Pharm Educ2019 Mar 01; 83
AB  - Objective. To examine entrustable professional activities (EPAs) as an assessment tool for student pharmacists completing early practice experiences.Methods. Students completed a 2-month practice experience upon conclusion of their first year. Student performance on EPAs was assessed by preceptors and students at the midpoint and conclusion of the experience using a scale that ranged from dependent (1.0) to independent (5.0). Wilcoxon Signed-Rank Test assessed for differences between the midpoint and final evaluations on student self-evaluations and between the midpoint and final evaluation on preceptor-student evaluations. Cronbach’s α assessed reliability of the EPAs.Results. From May to August 2016, 147 students completed a practice experience. Student-self and preceptor-student evaluations at the midpoint and final approximated a median score of 3.0 (IQR 2) and 4.0 (IQR 3), respectively, on EPAs 1-14. Analyses revealed statistically significant increases from midpoint to final evaluation for all constructs on both evaluations. Cronbach’s α yielded scores of 0.98 for the preceptor evaluations and 0.95 for the student self-evaluation.Conclusion. There was an increase in student performance over time. The EPA statements may be a reliable assessment tool for student performance in pharmacy education.