This study investigated how practical it is to integrate pharmacy entrustable professional activities (EPAs) into workplace-based training programs. Focus group discussions were conducted with pharmacy faculty, experienced workplace educators, and practicing pharmacists across a variety of practice environments. Participants explored the incorporation of 15 EPAs aligned with entry-level pharmacy competencies. The discussions were guided by the validated Quality of Entrustable Professional Activities (QUEPA) rubric. Participants were also asked to identify factors that could facilitate or hinder EPA implementation in real-world training settings.
Between October and November 2023, five focus groups involving 24 participants were held. Analysis highlighted four main themes affecting EPA implementation: (1) the need for clear, measurable entry-level tasks, (2) existing limitations and barriers to applying EPAs, (3) workplace conditions that support implementation, and (4) the role of supervisors in entrustment decisions. Findings indicated that successful adaptation of EPAs requires addressing regulatory and contextual challenges, equipping supervisors with proper training, and allowing EPAs to remain adaptable to changing professional and healthcare needs. The QUEPA rubric offered a structured method for examining how EPA statements can be integrated into workplace-based training. Participants highlighted the value of EPAs in guiding curriculum design and potentially broadening the professional responsibilities of pharmacists. The findings also underscored that entrustment decisions, which rely heavily on supervisors, play a critical role in determining the practicality of implementing EPAs. For EPAs to serve effectively as a supportive educational framework, ongoing refinement and active collaboration among stakeholders are crucial.
