Entrustable Professional Activities, a recent concept pioneered in medical education have emerged to support the implementation of competency-based education. Although competency-based frameworks are widely used in healthcare professional education to develop outcomes-based curricula, assessment of student competency in professional placement settings remains challenging. The novel concept of Entrustable Professional Activities together with established methods of competency assessment namely e-portfolios and self-assessment was implemented in the "[removed for blind peer review]"University Dietetic program in 2015-2016. This study aimed to appraise the e-portfolio and evaluate the use of Entrustable Professional Activities to assess competence. A mixed-methods evaluation using qualitative and quantitative surveys, with follow-up structured consultations was conducted with final year dietetics students and their supervisors. Dietetics students were comfortable with Entrustable Professional Activities and competency-based assessment whereas supervisors preferred Entrustable Professional Activity based assessment. All stakeholders valued student self-assessment and the ongoing use of structured e-portfolios to develop and document competency. The use of structured e-portfolios, student self-assessment and the emerging concept of Entrustable Professional Activities are useful tools to support dietetics student education in professional placement settings. This article is protected by copyright. All rights reserved.