The article "Could Entrustable Professional Activities support assessment in optometric clinical education in Australia and New Zealand?" explores the potential of integrating Entrustable Professional Activities (EPAs) into the assessment framework of optometric education in Australia and New Zealand. EPAs are well-defined professional tasks that students can be trusted to perform with varying levels of supervision, aiming to enhance competency-based education. This paper discusses the historical context of competency standards in Australian optometry, the evolution and global implementation of EPAs in medical and other health professions, and the potential benefits and challenges of adopting EPAs in optometric training. The authors argue that EPAs could address some limitations of traditional assessment methods, such as issues with reliability, validity, and evaluator bias, by providing a more authentic and clinically relevant evaluation of students' readiness for independent practice.
This paper highlights the need for a collaborative effort among educators, regulatory bodies, and stakeholders to design and implement EPAs tailored to the specific requirements of optometry. It emphasises the importance of aligning EPAs with existing competency standards and ensuring they reflect the current scope of practice. The authors also discuss the potential advantages of EPAs, such as promoting individualised learning and providing more targeted feedback, while acknowledging the challenges, including increased administrative workload and the need for adequate training of supervisors. The paper concludes by inviting further discussion and collaboration to explore the feasibility and benefits of incorporating EPAs into optometric education in Australia and New Zealand.
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