Entrustable professional activities (EPAs) for pharmacy students during experiential education: A comparative analysis

INTRODUCTION: Entrustable Professional Activities (EPAs) have gained traction in competency-based education and training. This study explored pharmacy student, supervisor, and preceptor perceptions of EPAs as compared to existing assessment tools within a pharmacy program that uses a co-operative education (co-op) and clinical rotation model for experiential education. METHODS: University of Waterloo PharmD students and their co-op supervisors or rotation preceptors used an EPA-based assessment tool alongside existing evaluation methods during experiential placements. Surveys collected qualitative and quantitative data on the perceived strengths and limitations of EPA use. Two researchers independently coded qualitative feedback using content analysis to identify themes related to performance evaluation and job and practice readiness. RESULTS: Students appreciated the EPA tool's real-world relevance and emphasis on autonomy but raised concerns about its grading clarity and applicability, particularly in the co-op settings that involved less direct patient care. Supervisors and preceptors found the tool practical and focused on the independence element but noted the importance of being trained on its use and challenges with rating consistency. A hybrid model integrating EPAs with current tools was preferred by many participants to balance clinical task assessment with broader competency evaluation. DISCUSSION: EPAs were perceived as valuable in assessing student autonomy and readiness for unsupervised practice, especially during clinical rotations. However, alignment challenges with co-op responsibilities and evaluator variability may limit their standalone use. A combined assessment approach may offer a more comprehensive and context-sensitive evaluation of student performance during experiential training.