隨著勝任能力導向的醫學教育（competency-based medical education）成為醫學教育改革的主流，各醫療專業開始導入能有效轉換核心能力為臨床任務的可信賴專業活動（entrustable professional activities, EPAs）作為教育或訓練之評核架構。由於目前對於將EPA 應用於藥學領域中的認知仍不清楚，本範域文獻回顧之目的為了解藥學領域中，以EPA 作為教學與評核架構執行後的經驗或是認知。本研究係根據Arksey 與O’Malley 架構來執行，我們搜尋了五個資料庫中截至2020年8月符合收錄條件之文獻，也搜尋了參考文獻清單與重要會議摘要，並由兩位作者獨立地執行文獻篩選、研究資訊擷取以及結果歸納。最終，我們納入了4篇研究，並可將其歸納為以下兩個主題：一、教師執行EPA後的認知；二、學生執行EPA後的認知。無論是教師或學生皆認為EPA是一個理想的學習進程評核架構，且美國藥學學院協會（American Association of Colleges of Pharmacy）所制定的藥學畢業生核心EPA 與藥學臨床實務相符，適合作為發展或執行EPA的模板。但目前相關的文獻仍不足，未來需要更多不同國家以及不同場域的EPA執行經驗或認知的研究，提供發展或執行EPA 的參考依據。

The shift in medical education toward competency-based learning has drawn increasing attention to entrustable professional activities (EPAs) as an optimal assessment framework to translate competencies into clinical practice. Perceptions
of EPAs in pharmacy remained unclear, we conducted this scoping review to explore available evidence relevant to pharmacy specialties’ perceptions of EPAs. This review was conducted following the framework from Arksey and O’Malley. Five databases were searched for relevant articles until August 2020. Reference lists of included articles and meeting abstracts were also searched. Two authors independently screened for eligibility, extracted data, and categorized the findings into themes. Four articles were included in our study. Two major themes were generated: (1) preceptors’ perceptions of EPAs and (2) trainees’ perceptions of EPAs. Both preceptors and trainees perceived EPAs as an optimal
tool for learning progression assessment and EPAs built by the American Association of Colleges of Pharmacy were pertinent to clinical practice. However, current evidence remains scarce. Future researches about perceptions of EPAs in pharmacy specialty among different countries or clinical settings are needed for further development or implementation of EPAs in pharmacy.