Introduction

This study determined the need to calibrate preceptors' use of levels of entrustment (LOE) in the evaluation of students performing entrustable professional activities (EPAs).

Methods

Two introductory and four advanced pharmacy practice experience-focused cases were developed which described a fictional student, a practice site, and timing of a rotation. The cases included EPA-based tasks assigned to the student. Participants were to assign a LOE to the student for each EPA-based task.

Results

Sixty of 317 preceptors participated in the study. Statistically significant differences in mean assigned LOE were found between preceptors by age (P < .05); between preceptors with differences in residency training (P < .05); and between preceptors who spent differing amounts of time with experiential students daily (P < .05).

Conclusions

Differences in assigned LOE were found based upon preceptor age, completion of a residency, and daily hours spent with experiential students. However, these differences did not result in changes to whether the student would pass or fail the rotation. Findings suggest that preceptors are consistent in assigning LOE to EPA-based tasks performed by students. In addition, preceptor development programming appears to be effective in establishing a standardized understanding of LOE among preceptors.

中文翻译：

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评估导师理解和使用程度的委托

介绍

这项研究确定了校准导师在评估学生执行可信赖专业活动 (EPA) 时使用的委托水平 (LOE) 的必要性。

方法

开发了两个介绍性和四个高级药学实践经验案例，描述了一个虚构的学生、一个实践地点和轮换时间。这些案例包括分配给学生的基于 EPA 的任务。参与者将为每个基于 EPA 的任务分配一个 LOE 给学生。

结果

317 名导师中有 60 名参加了这项研究。在不同年龄的导师之间发现平均分配的 LOE 有统计学显着差异（P < .05）；在住院医师培训方面存在差异的导师之间（P < .05）；以及每天与体验式学生在一起的时间不同的导师之间（P < .05）。

结论

分配的 LOE 的差异是根据导师年龄、实习完成情况以及与体验式学生一起度过的每日时间而发现的。然而，这些差异并没有导致学生通过或失败轮换的变化。调查结果表明，导师在将 LOE 分配给学生执行的基于 EPA 的任务时是一致的。此外，导师发展计划似乎可以有效地在导师之间建立对 LOE 的标准化理解。