Background: Singapore reviewed its national allied health professions (AHP) training framework, aiming to link educational objectives with entrustment and provide clearer transition to entry-level practice. Entrustable Professional Activities (EPAs) were chosen.
Methods: A participatory, iterative, four-phased approach was used to develop the EPAs within and across each AHP's Working Committee (WC). For a harmonized conceptualization of EPAs across the national framework, two steps anchor key considerations: defining EPA phenotypes along the training continuum and identifying competency domains of professional practice for subsequent mapping to EPAs. WC members were purposefully selected from diverse backgrounds and healthcare settings to achieve content validity.
Results: Thirty-one allied health EPAs, 5 national AHP competency domains, and 11 subcompetencies were developed altogether for undergraduate diagnostic radiography, dietetics and nutrition, occupational therapy, physiotherapy, radiation therapy and speech and language therapy (SLT) and SLT graduate-entry master's programs in two universities. Core EPAs demonstrated elements of clinical practice common in student training and entry-level work: assessment, planning, implementing intervention and discharging/transferring of care. The entrustment level to be attained in most EPAs by end of program is indirect supervision.
Conclusion: An aligned national EPA framework for AHP students' training into entry-level may facilitate clearer signposts through entrustment levels.