Academic Resources and Program QualityHow do we facilitate members having the necessary resources to advance their institutional missions and achieve the highest quality programs that exceed the standards of accreditation bodies?
During the past year, the Center for the Advancement of Pharmacy Education has been extremely active in pursuing a revision of the CAPE Educational Outcomes Statements. In a joint session with colleagues from the Interprofessional Education Collaborative, the CAPE panel gained input from the other health professions. CAPE representatives also attended a listening session held at the 2012 AACP Annual Meeting. The themes that emerged validated earlier discussions.
Several CAPE representatives subsequently participated in the Accreditation Council for Pharmacy Education’s September 2012 Summit, “Advancing Quality in Pharmacy Education: Charting Accreditation’s Future” and brought back information to share with the rest of the panel. An update was provided to attendees at the 2013 AACP Interim Meeting, and the panel is now working to finalize and release CAPE 2013 at the July 2013 AACP Annual Meeting.
AACP’s global activities expanded significantly in the past year. The Association participated and presented in international pharmacy education meetings in Amsterdam, Cuba, Canada, Dubai and Turkey.
The Global Alliance for Pharmacy Education, established as a networking organization of the associations of pharmacy educators, met during the AACP Annual Meeting as well as at the Centennial Congress of the International Pharmacy Federation (FIP). GAPE welcomed the International Services Program of ACPE as a partner organization. AACP’s Global Pharmacy Education SIG continued its efforts to assist member institutions in identifying and administering student pharmacist placements for global rotations.
In March 2013, AACP launched a new online survey system that makes it easier for schools to administer surveys, submit survey data and run customized reports. Highlights of the system include:
AACP also implemented a revised Financial Survey in 2012. The new Financial Survey provides more detailed information related to school expenditures, revenues and funding for research and training. The survey also contains a key questions section that will rotate periodically and allow AACP to annually evaluate and incorporate pertinent and topical financial issues into the survey. A total of 103 schools completed the new survey, up from 91 schools in the previous year.
AAMS. To help pharmacy schools fulfill assessment and accreditation goals, AACP designed the Assessment and Accreditation Management System in partnership with the Accreditation Council for Pharmacy Education. Since the system’s release in 2011, use has been strong: 31 pharmacy institutions have submitted AAMS self-study reports to ACPE. Many schools have taken advantage of the online training available on the AACP Web site.
Award for Excellence in Assessment. The Award for Excellence in Assessment recognizes outstanding Doctor of Pharmacy assessment programs for developing and applying evidence of outcomes as part of the ongoing evaluation and improvement of pharmacy professional education. The 2013 award recipients are:
Each year, the Innovations in Teaching Competition acknowledges notable teaching and learning strategies and assessment methods. The 2013 awardees are:
A record-setting 1,980 attendees engaged in the 2012 AACP Annual Meeting, which took place in Kissimmee, Florida, last July. Pharmacy educators enjoyed a week packed with learning and networking. Sessions covered a wide range of topics, including interprofessional education, assessment, management, and the scholarship of teaching and learning. Speakers led participants through discussions of developments in pharmacy education and practice.
Exhibit hours allowed conference attendees to view the latest products and services that support their work. More than 40 companies and organizations participated in the showcase. Poster sessions provided additional opportunities to learn and share ideas.
Keynoting the Annual Meeting opening general session was Sir Ken Robinson, an expert on education reform and a respected adviser to governments in Europe, Asia and the United States. Robinson enlightened and entertained the audience with this talk about the dire need for truly creative thinking at all levels of the learning continuum.
The Science Plenary featured Dr. Bryan W. Brooks, professor of environmental science and biomedical studies at Baylor University, and R. Gil Kerlikowske, director of the Office of National Drug Control Policy. Their provocative presentations addressed the impact of medications on society in the contexts of the environment and drug abuse.
The 2013 AACP Institute, Teaching Essentials, was held in May in Leesburg, Virginia. Thirty-eight institution-based teams of three to five educators participated in the program. Participants engaged in interactive sessions designed to provide a foundation and practical application of fundamental teaching principles. Teams focused on developing learner-centered sessions, constructing assessments, and evaluating the effectiveness of teaching. Throughout the meeting, designated team time allowed groups to further research ideas and develop plans for implementation at their home institutions.
For the first time, the Experiential Education workshop included programming with colleagues from Student Affairs. The inaugural Student Affairs and Experiential Education Workshop, Developing Quality Administrative Practice, was held in September 2012 in San Antonio, Texas. More than 150 attendees participated in this interactive workshop designed to encourage collaboration and networking among colleagues within and across the student affairs and experiential education disciplines.
Participants selected one of three programming tracks, including: (1) Administration of Experiential Education, (2) Understanding your Population and Scholarship in your Field, or (3) Professionalism and Student Affairs. Joint programming included discussions on professionalism of students in experiential education and, more specifically, in the interprofessional setting. Feedback suggested continuing with joint student affairs and experiential education programming and holding the workshop every other year. Planning is underway for a 2014 workshop.
In February, AACP held its first off-shore meeting in Rio Grande, Puerto Rico. The 2013 Interim Meeting, Leadership for Institutional Effectiveness, concentrated on how institutions can quantify achievements toward their mission, strategic plan and student outcomes. In attendance were more than 250 members, including deans, department chairs, assessment directors, and aspiring leaders in the Academy.
An inspiring keynote was delivered by Lawrence G. Smith, M.D., MACP, Executive Vice President and Physician-in-Chief, North Shore-LIJ Health System, and Dean, Hoftstra North Shore-LIJ School of Medicine. Dr. Smith identified what competencies major healthcare employers expect in a transformed health system and how learning must change in our classrooms and patient care environments. Additional programming examined the leadership role in creating a culture where institutional research is valued and how assessment can influence an institution’s strategic planning process.
The CEO Deans Leadership Forum focused on how leaders can activate the changes we aspire to see in pharmacy practice. Terry McInnis, M.D., M.P.H., FACOEM, President and Founder, Blue Thorn Inc., and Rebecca P. Snead, R.Ph., Executive Vice President and CEO, National Alliance of State Pharmacy Associations, led the discussion. They highlighted ways academic pharmacy leaders can be the innovators in designing and selling robust medication therapy management services on campus, in their communities, across the state and beyond. Two active learning panels then delved into more details on the development, marketing and quality assurance of school-coordinated MTM programs.
AACP’s expanded Webinar programming is a growing endeavor that serves two key purposes for the membership. First, Webinars give the Sections and Special Interest Groups a tool for constituent engagement. Each Section/SIG is allowed three programmatic Webinars and three operational Webinars (business meetings). During the past year, Sections and SIGs hosted more than 20 Webinars. Each Webinar is recorded and posted to the AACP Web site for public viewing.
The second purpose of the Webinar programming is member and committee collaboration on behalf of AACP. The Webinar platform has been used for multiple business functions such as AAMS training, CAPE Outcomes Committee collaboration, orientation for new delegates to the House of Delegates, Finance Committee updates, Board of Directors updates, and Administrative and Financial Officer’s training.
Plans are in the works for AACP’s Advocacy team to bring updates to the membership via the Webinar platform and for the Education team to develop new programming to serve AACP members’ professional development needs.
One of AACP’s newest initiatives is the Online Learning Center. The OLC houses recorded sessions and materials from past AACP meetings. All recordings are available to meeting attendees. In addition to the recorded sessions, materials from poster sessions are available for review as PDFs.
AACP continues to expand the OLC. As more materials and programs are added, the OLC will become the enduring archive of online multimedia for the Association.
Providing a repository of interprofessional education resources for member use is a priority for AACP and IPEC. MedEdPORTAL’s Interprofessional Education portal fosters the identification, development and deployment of educational resources aimed at supporting team-based care essential to training an interprofessional workforce. With funding from the Josiah Macy Jr. Foundation, the IPE collection is an emergent product of collaboration among the Interprofessional Education Collaboration, the American Psychological Association, the Physician Assistant Education Association and the American Physical Therapy Association. The portal provides three types of resources–peer-reviewed learning resources and assessment tools, continuing education modules and iCollaborative, a dynamic space for sharing strategies, tools and resources that are not peer-reviewed.
Next: Critical Issue #3