Evaluation of the implementation of entrustable professional activities on academic medical teachers’ performance: a mixed-method study

Background Entrustable professional activities (EPAs) provide a structured framework that links competencies to observable teaching tasks. Their integration into faculty development remains underexplored in the Egyptian context. Aim This study evaluated the effect of EPA-based implementation on the professional development of junior academic medical teachers (teaching assistants) (TAs) at Tanta University. Patients and methods A mixed-method design was used with 30 TAs. Seven EPAs covering teaching, supervision, peer advising, departmental participation, and research were implemented. Performance was assessed preimplementation and postimplementation using structured rubrics, alongside semistructured interviews, which were analyzed thematically. Results Quantitative findings showed notable improvements in teaching-focused EPAs (presentations, feedback, and group facilitation). Limited gains were observed in departmental and research roles. Qualitative insights showed enhanced confidence, reflective practice, and professional identity formation. Conclusion EPA-based implementation effectively enhanced core teaching competencies of junior TAs, while highlighting the need for institutional support to strengthen complex academic roles.