EDI 2023 - CE

Contemporary Curriculum and Assessment Solutions Focused on Enhancing Equity, Diversity and Inclusion (EDI)

CPE Activity Announcement

January 18–20, 2023


Target Audience

The EDI Institute is designed to support schools/colleges at all stages of EDI work. Academic affairs administrators, curriculum committee members, social and administrative science faculty, pharmacy practice faculty, pharmacy skills lab faculty, experiential education administrators, students, and residents are encouraged to attend.


Click here to view the institute’s agenda.

CE Sessions

Wednesday, January 18

11:50 a.m.–12:40 p.m.

Journey through Allyship: Walking the Walk, Not Just Talking the Talk

In a predominately white, cis-gendered, able-bodied workforce, pharmacy educators often ask “What can I do to advance equity and inclusion?” While there is often a desire to support DEI efforts, fear of making mistakes or being “canceled” can hinder action. In this session, we center on the role that authentic allyship plays in DEI work in pharmacy education. Our panel of administrators and faculty will step into a brave space of embracing vulnerability to share their stories of pushing past discomfort and putting into practice active allyship.

At the completion of this activity, participants will be able to:

  1. Describe the various, non-traditional “journeys” pharmacy educators and clinicians can take related to EDI.
  2. Discuss strategies to allyship across various areas of pharmacy education and healthcare.

(Knowledge-based, 0581-0000-23-013-L99-P, 0.75 Contact Hour)

Moderators: Sally A. Arif, Pharm.D., BCPS, BCCP, Professor of Pharmacy Practice, Midwestern University College of Pharmacy; Alex R. Mills, Pharm.D., BCACP, Assistant Professor of Pharmacy Practice, University of Mississippi School of Pharmacy; Speakers: Matthew G. Fete, Ph.D., Dean and Professor of Pharmaceutical Sciences, Chicago State University College of Pharmacy; Jeremy Fox, Pharm.D., Associate Professor and Chair, Shenandoah University School of Pharmacy; Jeanine Abrons, Pharm.D., M.S., Clinical Associate Professor, University of Iowa College of Pharmacy; Monica Miller, Pharm.D., Clinical Professor, Associate Head for Engagement, Department of Pharmacy Practice and Dean’s Fellow for Wellness Initiatives, Purdue University College of Pharmacy

2:10 p.m.–3:10 p.m.

Track A: Effects of Microaggressions, Bias, and Discrimination on Student Wellbeing and Learning

While health professionals and students often learn much from patients during experiential education, they may also experience bias or discrimination from them. This session will illustrate examples of these occurrences and suggest ways to mitigate or address these circumstances when they arise. It is important for educators to be aware of and take action when these situations occur to ensure student wellbeing and safety is prioritized during experiential education

At the completion of this activity, participants will be able to:

  1. Define microaggressions.
  2. Identify microaggressions in learning environments.
  3. Describe the impact of microaggressions on the recipient, bystanders, and community.
  4. Discuss how to become an active bystander.
  5. Recognize instances of bias and discrimination by patients towards clinicians and students.
  6. Identify strategies for addressing patient bias or discrimination towards clinicians and students.

(Knowledge-based, 0581-0000-23-014-L99-P, 1.00 Contact Hour)

Speakers: Pooja Chandrashekar, M.D./M.B.A. Student, Harvard Medical School and Harvard Business School; Nicole Jacobs, Ph.D., Associate Dean of Diversity and Inclusion and Clinical Psychologist and Professor in the Department of Psychiatry and Behavioral Sciences, University of Nevada, Reno Medical School

Track B: Moving Forward: Modeling Vulnerability with Learners and Peers

This session is designed to explore vulnerability as it is integral to the development of an inclusive environment.  The session will incorporate strategies to implement the practice of vulnerability, as well as provide an opportunity to collaborate on ideas to increase authenticity in your current teaching and work relationships.

At the completion of this activity, participants will be able to:

  1. Define vulnerability and the benefits of vulnerability within the learning or work environment.
  2. Explain how vulnerability is important to support equity, diversity, and inclusion.
  3. Propose techniques to successfully model vulnerability. 

(Knowledge-based, 0581-0000-23-015-L99-P, 1.00 Contact Hour)

Speakers: Danielle Gundrum, Pharm.D., BCOP, Associate Professor of Pharmacy Practice, Roseman University, College of Pharmacy; Tressa McMorris, Pharm.D., Clinical Associate Professor of Pharmacy Practice, University of Mississippi

Thursday, January 19

10:00 a.m.–11:00 a.m.

The “How” of Inclusive Teaching: Practical, Evidence-Based Strategies for Every Class

Key to inclusive teaching is to welcome and support all learners no matter their identities, needs, preferences, or social histories, and to recognize and draw out the potential of every person in our classes. This session will remind us of the importance of this work to build a stronger and more diverse profession, review theory related to equity-focused teaching in all modalities, and present practical strategies for inclusive course design and teaching based on a new (free!) digital resource, The Norton Guide to Equity-Minded Teaching. You’ll leave with fresh inspiration and day-to-day ideas for better including and supporting everyone we teach.

At the completion of this activity, participants will be able to:

  1. Discuss Universal Design for Learning and other relevant theory and research.
  2. Examine the importance of key considerations such as structure, transparency, belonging, and our own self-reflection.
  3. Identify course design and teaching practices to implement inclusivity in our day-to-day teaching.

(Knowledge-based, 0581-0000-23-016-L99-P, 1.00 Contact Hour)

Speaker: Flower Darby, M.A., Flower Darby, LLC & Associate Director, Teaching and Learning Center, University of Missouri

11:10 a.m.–12:00 p.m.

Track A: Strategies to Create an Equity-minded & Culturally Affirming Learning Environment

Students come from different backgrounds and bring unique identities and learning preferences to the classroom.  Giving each student an equitable chance to succeed, while cultivating a culturally affirming environment is essential to learning.  This session will define educational equity and discuss meaningful strategies pharmacy educators can practice to create and foster equity, honor identities, and create an inclusive classroom.

At the completion of this activity, participants will be able to:

  1. List strategies for using equity to create a culturally affirming learning environment.
  2. Outline a plan to implement one of the strategies.

(Knowledge-based, 0581-0000-23-017-L99-P, 0.75 Contact Hour)

Speaker: Sally A. Arif, Pharm.D., BCPS, BCCP,  Professor of Pharmacy Practice, Midwestern University College of Pharmacy

Track C: Contemporary Curriculum and Assessment Solutions Focused on Enhancing Equity, Diversity, and Inclusion in the Classroom

This session will focus broadly on how faculty can create inclusive learning environments and design equity centered courses. A deeper dive into equity minded in-class assessment with two evidenced-based solutions will be presented that each school can bring back to their respective institutions.

At the completion of this activity, participants will be able to:

  1. Recognize educational theories used in EDI and assessment of student learning.
  2. Define what culturally relevant classroom assessment techniques (CATs) are.
  3. Use the transparent assignment template to develop an in-class assignment to reduce inequities in the classroom.

(Knowledge-based, 0581-0000-23-019-L99-P, 0.75 Contact Hour)

Speaker: Catherine Cone, Pharm.D., Associate Dean of Assessment and Professor of Clinical Sciences, Touro University College of Pharmacy

1:45 p.m.–2:35 p.m.

Incorporation of DEIA in Curriculum and Co-Curriculum

Pharmacy curricula and co-curricula provide an opportunity for the pharmacy academy to prepare student pharmacists to provide culturally intelligent care in diverse practice environments. This interactive session will help identify resources and provide concrete examples of methods to include health disparities and cultural humility training in the classroom and beyond.

At the completion of this activity, participants will be able to:

  1. Identify current barriers to developing health disparities (HD) and cultural humility (CH) instruction in didactic, experiential, interprofessional, and co-curricular environments.
  2. Describe the role of HDCC in professional identity formation.
  3. Devise a plan for meaningful incorporation of HD and CH into diverse learning environments.

(Knowledge-based, 0581-0000-23-020-L99-P, 0.75 Contact Hour)

Speaker: Imbi Drame, Pharm.D., Clinical Assistant Professor, Howard University College of Pharmacy

2:35 p.m.–3:25 p.m.

Track A: Building Cross-cultural Communication and Cultural Care Skills into the Curriculum (Patient Care Focus)

EDI can be enhanced through various aspects of the curriculum.  Skills lab can be utilized as a conduit to introduce and reinforce cultural skills and practice intercultural communication which is essential in the provision of patient care.

At the completion of this activity, participants will be able to:

  1. Discuss how utilizing a patient care focus is essential in building cross-cultural communication and cultural care skills into the pharmacy curriculum.
  2. Establish how skills lab and/or communication courses specifically can assist in the implementation and integration of these tenets into the curriculum.

(Knowledge-based, 0581-0000-23-021-L99-P, 0.75 Contact Hour)

Speaker: Malaika Turner, Pharm.D., M.P.H., Clinical Assistant Professor, Howard University College of Pharmacy

Track B: Conscientious Representation of Identities Across Case-Based Learning

Case-based learning and the incorporation of patient cases is a common practice within pharmacy education; it provides an opportunity to highlight the importance of multiple identities and intersectionality and also can perpetuate harm and hinder progress if not done appropriately. In this session, speakers discuss the intentional design of patient cases that incorporate diversity (including intersectionality) and highlight an  research-informed process that includes concepts such as deliberate identification, community engagement, conscientious representation, and the use of resources/supports.

At the completion of this activity, participants will be able to:

  1. Explain the concept of the hidden curriculum.
  2. Describe how to use community engagement to incorporate diversity into case-based learning.
  3. Use a research-informed process to identify gaps and opportunities in creating conscientious representation of identities across case-based learning.

(Knowledge-based, 0581-0000-23-022-L99-P, 0.75 Contact Hour)

Speakers: Vibhuti Arya, Pharm.D., M.P.H., Associate Clinical Professor, St. John’s University College of Pharmacy and Health Sciences; Kyle Wilby, Pharm.D., Ph.D., Associate Professor, Dalhousie University College of Pharmacy

Track C: Getting Uncomfortable: Incorporating Health Equity into Experiential Education

This presentation will review the definition of health equity and describe proposed key considerations for incorporation into experiential education for Doctor of Pharmacy candidates. Actionable interventions to employ for inclusion of these concepts will be discussed. This session will be applicable to academicians and pharmacists regardless of practice setting and will be delivered utilizing lecture, audience response polling, and group discussion modalities.

At the completion of this activity, participants will be able to:

  1. Define health equity and describe its intersectionality with experiential education.
  2. Identify key considerations for intentionally incorporating health equity education for experiential learners.

(Knowledge-based, 0581-0000-23-023-L99-P, 0.75 Contact Hour)

Speaker: Sharmon Osae, Pharm.D., Clinical and Administrative Pharmacy, Albany & Clinical Assistant Professor, University of Georgia College of Pharmacy

Friday, January 20

12:15 p.m.–1:00 p.m.

How to Teach for Equity and Lead for Sustainable EDI Change

Equity-minded teaching practices and curricula are key to training student pharmacists who are able to provide culturally-relevant patient care, practice cultural humility, and advance health equity. In this session, attendees will engage with key frameworks and valuable lessons learned toward building an equity-minded teaching and learning program. Attendees will be inspired to put this session in conversation with lessons learned during the 2023 EDI Institute and then back to their home institution to make meaningful and sustainable changes.

At the completion of this activity, participants will be able to:

  1. Define equity and equity-mindedness
  2. Describe key principles and practices for equity-minded teaching and learning.
  3. Share successful methods for implementing changes in teaching behaviors at individual and institutional levels.
  4. Identify strategies for identifying and challenging barriers encountered when implementing change.

(Knowledge-based, 0581-0000-23-024-L99-P, 0.75 Contact Hour)

Speaker: Whitney Peoples, Director of Diversity, Equity, and Inclusion,  University of Michigan School of Public Health

ACPE logoAACP is accredited by the Accreditation Council for Pharmacy Education as a provider of continuing pharmacy education. 

Information on how to obtain continuing education credit

To obtain CPE credit, pharmacists must attend the live accredited continuing education activities delivered via Zoom, register, complete and submit the CE session assessments and evaluations by accessing the online AACP Continuing Education Administration program, Learning Express CE (LECE). 

With the access code provided at the conclusion of the institute, attendees must complete the activity assessment with a passing score of 75%, and the CE session evaluation for each session they are requesting continuing education credit. Attendees will have 45 days following the institute to complete the assessments and evaluations. Access to session activity assessments and evaluations in LECE will be denied after Monday, March 6, 2023, 11:59 pm ET.

CPE credit information will be electronically transmitted to CPE Monitor. Pharmacists should log in to their NABP e-profile to access information about their completed CPE and to print a valid statement of credit if needed.

Note: It is imperative that pharmacist attendees’ NABP e-Profile ID and birthdate (in MM/DD format) are correctly entered into their LECE profile and correspond with their NABP record. Failure to ensure this information is identical in both programs will jeopardize their earning CPE credits. 

If you have questions regarding CE before or after the AACP Equity, Diversity and Inclusion Institute, please contact: cpd@aacp.org.

Hardware/Software Requirements

The session will be conducted through Zoom. Access to Zoom is necessary to participate in the session. Participants will need a working internet connection, any modern browser such as Chrome, Firefox, Safari, and Microsoft Edge, speakers/headphones for audio capability, and Adobe Reader to open select pdf files. For detailed information, please visit Zoom system requirements for Windows, macOS, Linux.

Privacy Policy

AACP’s Privacy Policy can be accessed here. Participants may view Zoom’s policy here.


The registration fee for the AACP Equity, Diversity and Inclusion Institute is $179 per person, with a student rate of $99. There is no additional fee for continuing education credit.


No financial support was identified for any component of the educational activities.