Session 70 Lightning talk: Advanced Practice formative peer review EPA presentations; cultivating multiprofessional feedback

Abstract

Session overview:

The Advanced Practice Apprenticeship Programme is multiprofessional in nature and designed to develop clinical expertise aligned with the NHSE Multiprofessional Framework for Advanced Practice (NHS England, 2017). It follows a national standardised approach to learners' End Point Assessment (EPA) based on the Institute for Apprenticeships and Technical Education (IfATE, 2018) requirements. The EPA ensures apprentices demonstrate the necessary clinical knowledge, skills, and behaviours (KSB’s) essential to practice at an advanced level. EPA is a multicomponent assessment comprising of an open book exam and evaluation of a proposed change in clinical practice, by way of a report and presentation. Both reinforce the application of advanced competencies in real-world healthcare. Assessors for this examination are independent of the academic team for which the programme is delivered and as such students must be prepared to answer questions from assessors across varying professions and advanced clinical backgrounds.

Incorporating formative assessment in a multiprofessional learning environment is thought to enhance the overall educational experience by fostering collaboration, critical thinking, and knowledge exchange. Providing structured feedback on their change-in-practice presentations students were able to refine their ideas, develop problem-solving skills, and directly apply these to the advanced assessed competencies. Peer learning was chosen to encourage interdisciplinary dialogue, thus exposing students to diverse perspectives about their chosen potential healthcare challenges and solutions. The team wanted to mirror the real-world practice where professionals collaborate to evaluate practice improvements and cultivate communication whilst valuing a team approach.

Learner feedback from two EPAs has been positive with students enjoying and finding value in this method of assessment. The team evaluated EPA peer formative assessment to be evidence-based and beneficial across all disciplines. Recommendations are that peer learning should continue to support individual competency development, enhance the student experience and promote a culture of continuous learning for the proposed healthcare workforce.

Key learning points from this session:

The attendees will have a better understanding of what the End point assessment entails and how the students can benefit from peer formative assessments. It encourages discussion around topics that will demonstrate a meaningful impact within the clinical workplace but also how it can be linked to the knowledge, skills and behaviours that underpin the multiprofessional framework of Advanced clinical practice. It fosters that shared decision making approach that is paramount to successful patient interventions. When we have undertaken formative peer reviewed presentations with this cohort of students previously, we were able to see what collaborative working really means, they would help each other out with tips and ideas. It was a real team approach.

Advanced Practice formative peer review EPA presentations; cultivating multiprofessional feedback PowerPoint. Only LJMU staff and students have access to this resource.