Development and evaluation of Entrustable Professional Activities embedded in an e‐portfolio for work‐based assessment in community and public health dietetics

Datos Bibliográficos

ID12288166
AutoresAndrea Bramley (0000-0003-2009-051X, Department of Dietetics and Human Nutrition La Trobe University Bundoora Victoria Australia, autor de correspondencia), Adrienne Forsyth (0000-0002-1692-2638, Dietetics and Nutrition at Australian Catholic University, School of Allied Health, Human Services and Sport La Trobe University Bundoora Victoria Australia), Lisa Mckenna (0000-0002-0437-6449, School of Nursing and Midwifery, College of Science, Health and Engineering La Trobe University Bundoora Victoria Australia)
Año2022
Volumen30
Número6
Páginase5445-e5456
Fecha de publicación2022-08-08
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaHealth & Social Care in the Community (JOURNAL)
Identificadores de la revistaISSN: 0966-0410 • E-ISSN: 1365-2524
EditorialWiley (PUBLISHER • GB)
DOI10.1111/hsc.13967
PMID35942519
OpenAlexW4290730920
IdiomaEN
Citas recibidas2
Referencias citadas48

Entrustable professional activities (EPAs) is a recent concept that helps operationalise competency-based education. In this paper, we report on the development of EPAs and incorporation into an e-portfolio for work-based assessment of final year dietetics students in a community and public health professional placement. We aimed to determine the utility of the EPAs for work-based assessment in this context. We used action research methodology to conduct broad consultation with students and supervisors using anonymous surveys and focus groups to understand their beliefs and attitudes towards work-based assessment. Consequently, 40 EPAs with an accompanying four-point entrustment scale were developed and mapped to the National Competency Standards for Dietitians in Australia. The EPAs and assessment tool were piloted and evaluated via an anonymous online user survey across three cohorts of students (n = 133) and supervisors (n = 67). Following mediocre pilot year evaluation results, EPAs were revised and reduced in number. While students positively evaluated the e-portfolio, their appraisal of the EPAs and entrustment scale was less positive compared to supervisors. Supervisor evaluation of the EPA-based e-portfolio supported the validity, feasibility and acceptability of this novel assessment method in a community and public health setting. Assessment using EPAs, and the resulting educational data collected by the tool, offers potential for individual learners to identify areas needing development during placement, as well as potential to inform curriculum improvements and increase understanding of learning opportunities and outcomes for dietetic students in community and public health settings

Context (archaeology · Curriculum · Medical education · Pedagogy · Portfolio · Public health · Scale (ratio · Innovations in Medical Education · Interprofessional Education and Collaboration · Medicine · Nursing · Psychology · Reflective Practices in Education