BMC Medical Education (Jun 2024)

Developing an entrustable professional activity for providing health education and consultation in occupational therapy and examining its validity

  • Chung-Pei Fu,
  • Ching-Kai Huang,
  • Yi-Chiun Yang,
  • Wei-Sheng Liao,
  • Shih-Min Huang,
  • Wei-Di Chang,
  • Yi-Ju Chen,
  • Ming-Wei Li,
  • Yi-Ju Lin,
  • Chin-Lung Wu,
  • Hsin-Yu Chi,
  • Chia-Yi Lee,
  • Fu-Mei Chiang,
  • Yu-Lan Chen,
  • Ching-Fen Tsou,
  • Tzu-Hung Liu,
  • Chia-Ting Su,
  • Ai-Lun Yang,
  • Nung-Chen Kuo,
  • Wan-Ying Chang

DOI
https://doi.org/10.1186/s12909-024-05670-1
Journal volume & issue
Vol. 24, no. 1
pp. 1 – 7

Abstract

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Abstract Background Entrustable Professional Activities (EPA)-based assessment is easily and intuitively used in evaluating the learning outcomes of competency-based medical education (CBME). This study aimed to develop an EPA for occupational therapy focused on providing health education and consultation (TP-EPA3) and examine its validity. Methods Nineteen occupational therapists who had completed online training on the EQual rubric evaluation participated in this study. An expert committee identified six core EPAs for pediatric occupational therapy. TP-EPA3 was developed following the EPA template and refined through consensus meetings. The EQual rubric, a 14-item, five-point criterion-based anchor system, encompassing discrete units of work (DU), entrustable, essential, and important tasks of the profession (EEIT), and curricular role (CR), was used to evaluate the quality of TP-EPA3. Overall scores below 4.07, or scores for DU, EEIT, and CR domains below 4.17. 4.00, and 4.00, respectively, indicate the need for modifications. Results The TP-EPA3 demonstrated good validity, surpassing the required cut-off score with an average overall EQual score of 4.21 (SD = 0.41). Specific domain scores for DU, EEIT, and CR were 3.90 (SD = 0.69), 4.46 (SD = 0.44), and 4.42 (SD = 0.45), respectively. Subsequent revisions clarified observation contexts, enhancing specificity and focus. Further validation of the revised TP-EPA3 and a thorough examination of its reliability and validity are needed. Conclusion The successful validation of TP-EPA3 suggests its potential as a valid assessment tool in occupational therapy education, offering a structured approach for developing competency in providing health education and consultation. This process model for EPA development and validation can guide occupational therapists in creating tailored EPAs for diverse specialties and settings.

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