A qualitative study to identify entrustable professional activities for a pediatric dentistry residency program

Abstract

Purpose: This qualitative study was designed to identify entrustable professional activities (EPAs) that may be used to assess progress toward independent practice by pediatric dentistry residents during a two-year residency program. Methods: Six semi-structured interviews of University of Washington (UW) Advanced Education in Pediatric Dentistry faculty members were conducted in September and October of 2021. Participants were asked what vital tasks all pediatric dentistry residents must be able to complete independently by the end of the residency. Responses were recorded and transcribed. Content analysis of the transcriptions was used to identify themes. These were identified as potential EPAs. Results: Three overall EPA themes and 12 specific EPAs were identified. The communication theme contained the tasks of working effectively with the pediatric dental team, other care providers, and members of a child’s family; it also included being able to document patient work-up findings to support future care. The general care provision theme contained patient work-up, behavior management, and providing care to medically complex children. The specific care provision theme included the ability to provide restorative, pulp therapy, surgical, simple orthodontic, and emergency care to children. Conclusions: Pediatric Dentistry EPAs may potentially include key tasks within the themes of communication, general and specific care. Such EPAs may provide a practical and competency-based curricula in a residency training program.