Objectives At the completion of this activity, the participant will - - PDF document

9/29/2016 1

ACPE Standards 2016 and the Revised PharmD Curriculum: An Update

Donald A. Godwin, PhD Executive Associate Dean for Education

Objectives

• At the completion of this activity, the

participant will be able to:

– Describe the major changes to the accreditation standards for pharmacist education – Explain the major differences between current and revised PharmD curriculums – Evaluate how these curricular changes will better prepare students for clinical rotations and practice as pharmacists

ACPE Standards 2016 What’s different?

• Philosophy and Emphasis

– Standards have been refined to ensure that graduating students are “practice‐ready” and “team‐ready”

• What does this mean to you?
• UNM is striving for graduates who are beyond

practice‐ready in general settings via curricular revision including more practice experience during first three years of program.

– Importance of assessment

• Feedback should be provided to students

throughout the curriculum (didactic and experiential)

Images from: http://www.med.umich.edu/yourchild/images/HealthCareTeam.png and https://news.brown.edu/files/styles/horizontal/public/article_images/Workshop1.jpg?itok=GDEgK0x2

ACPE Standards 2016 What’s different?

• Philosophy and Emphasis

– Greater emphasis on critical educational outcomes identified by Center for the Advancement of Pharmacy Education (CAPE) and the assessment of the level of student achievement of these outcomes

• Foundational Knowledge
• Essentials for Practice and Patient‐Centered Care
• Approach to Practice and Care
• Personal and Professional Development

CAPE 2013

ACPE Standards 2016 What’s different?

• Focus

– Development of students’ professional knowledge, skills, abilities, behaviors, and attitudes – Manner in which programs assess students’ acquisition of knowledge and application of knowledge to practice – Mastery of skills and achievement of competencies – Importance of both curricular and co‐curricular experiences in advancing the professional development of students – Developing interprofessional skills (teamwork)

ACPE Standards 2016 What’s different?

• Organization

– Education Outcomes

• CAPE 2013

– Structure and Process to Promote Achievement of Education Outcomes

• Planning and Organization
• Educational Program for the PharmD Degree
• Students
• Resources

– Assessment

• Educational Outcomes
• Structure and Process

9/29/2016 2

Curricular Revision Process

• Driving factors

– ACPE self‐study, ACPE Standards 2016, CAPE 2013

• Input sought

– Best practices from other curriculum around the country – peer schools, aspirational schools – Extensive literature review – Focus groups

• Preceptors, employers, recent alumni, P4 students

– Faculty retreats

• Keynote speakers

Curricular Revision Process

• Faculty work groups/task forces

– Integrated Pharmacotherapy (disease state based)

• Patho/P’col/Med Chem/Therapeutics

– Pharmaceutics

• Dosage forms and PK

– Aspects of Patient Care – Social/Behavioral/Administrative Sciences

• Law/Management/Econ/Epi/Ethics/Public Health

– Communications/Professional Development

Revised PharmD Curriculum

• P1 year

July Aug Sept Oct Nov Dec Winter Break Jan Feb Mar Apr May Remediation & Summer Break 1 2 3 4 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 801 Applied Biochemistry 3 credits Clinical applications of basic biochemical processes at the molecular, cellular and

• rganismal level

Fall Break & Remediation 805 Pathophysiology & Immunology 3 credits Foundations of pathophysiology and immunology 811 Intro to Pharmacology & Med Chem 4 credits Fundamentals of pharmacology and medicinal chemistry Spring Break & Remediation 815 Intro to Integrated Pharmacotherapeutics/Self‐care 4 credits Concepts of IP, self care topics, CAM, drug information 802 Physical Pharmacy and Biopharmaceutics 3 credits Principles impacting drug development and the performance of pharmaceutical dosage forms. 809 Pharmacy & Health Care Delivery 2 credits Introduction to the US health care delivery systems and role of pharmacy/pharmacists 810 Fundamentals of Pharmacokinetics/Parenteral Dosage Forms 3 credits Influence of ADME on the time course of drug levels in body as well as fundamental principles of parenteral dosage forms 817 Intro to Law, Ethics & Social Issues 2 credits Legal, ethical and social issues that will impact patients and health care 804 Public Health 2 credits Concepts of public & population health 803 Aspects of Patient Care I 3 credits Top 200, dispensing skills/function, drug information, calculations, medical terminology, professional communication, IPPE 813 Aspects of Patient Care II 2 credits Top 200, non‐sterile compounding, professional communication, integration with self care, drug information, IPPE 807 Introduction to Pharmacy Practice and Communication 2 credits Instruction and activities by reinforcing key communications skills, including cultural influences, patient interviewing and counseling. 819 Professional Development I 1 cr :Fnd of self‐discovery; Prof'l & Identity formation; leadership; career development & pathways; Contemporary issues in pharmacy practice; IPE

Revised PharmD Curriculum

• P2 year

June/July Aug Sept Oct Nov Dec Winter Break Jan Feb Mar Apr May 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Community IPPE 4 credits 820 Integrated Pharmacotherapy I 3 credits General Ambulatory Care: Cardiology; Pulmonary Fall Break & Remediation 825 Integrated Pharmacotherapy II 2 credits General Ambulatory Care: Endocrinology; Musculoskeletal/Pain; Psychiatry 830 Integrated Pharmacotherapy III 3 credits General Ambulatory Care: Infectious Diseases Spring Break & Remediation 835 Integrated Pharmacotherapy IV 3 credits Complex Ambulatory Care: Renal; Endocrinology; Pulmonary; Cardiology; GI Remediation & Summer Break 836 Pharmacoeconomics 2 credits Role of economics in health care: Formularies, cost containment, cost effectiveness 824 Non‐Parenteral Dosage Forms 3 credits Fundamental principles of non‐ parenteral dosage forms, their design and the processes used in manufacturing and compounding 828 Pharmacoepidemiology & Research Design 2 credits Basics of pharmacoepidemiology, biostatistics, evaluation of research design 832 Evidenced Based Clinical Decision Making 2 credits Use of primary literature, its evaluation and use of clinical guidelines 837 Pharmacy Management and Operations 3 credits Management & operation of pharmacies 823 Aspects of Patient Care III 2 credits Drug information, professional communication, PPCP, integration with IP 1 & 2, IPPE 833 Aspects of Patient Care IV 2 credits Sterile preparations, physical assessment, drug information, PPCP, integration with IP 3 & 4, and IPPE 829 Professional Development II 1 cr :Fnd of self‐discovery; Prof'l & Identity formation; leadership; career development & pathways; Contemporary issues in pharmacy practice; IPE 839 Professional Development III 1 cr :Fnd of self‐discovery; Prof'l & Identity formation; leadership; career development & pathways; Contemporary issues in pharmacy practice; IPE

Revised PharmD Curriculum

• P3 year

June/July Aug Sept Oct Nov Dec Winter Break Jan Feb Mar Apr May 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Remediation & APPE Institutional IPPE 4 credits 840 Integrated Pharmacotherapy V 2 credits Complex Ambulatory Care: Infectious Disease Fall Break & Remediation 845 Integrated Pharmacotherapy VI 4 credits Complex Ambulatory Care: Neurology; Psychiatry 850 Integrated Pharmacotherapy VIII 3 credits Complex Hospital Care: Renal, Critical care, Clinical Toxicology & Emergency Preparedness; Cardiology; Pulmonary; Coagulation; GI Spring Break & Remediation 855 Clinical Capstone 5 credits Integrating essential core pharmacy practice topics. The philosophy of this course is to facilitate student learning and hold students accountable for prior learning in an integrated manner using complex patient scenarios. 851 Emerging Trends in Pharmacy 1 credit Topics of changes in pharmacy research and practice 842 Safe Meds & Informatics 3 credits Concepts/risk management for medication safety. Pharmacy informatics. 847 Integrated Pharmacotherapy VII 2 credits Complex Hospital Care: Oncology 854 Advanced Law and Ethics 2 credits Preparation for MJPE; Ethical decision making 843 Aspects of Patient Care V 2 credits Physical assessment, drug information, journal clubs, DUR, MTM, PPCP, integration with IP 5‐7, and IPPE 853 Aspects of Pt Care VI 2 credits IPPE, integration with IP 8 849 Professional Development IV 1 cr :Fnd of self‐discovery; Prof'l & Identity formation; leadership; career development & pathways; Contemporary issues in pharmacy practice; IPE 859 Professional Development V 1 cr :Fnd of self‐discovery; Prof'l & Identity formation; leadership; career development & pathways; Contemporary issues in pharmacy practice; IPE

Revised PharmD Curriculum

• P4 year

– Remaining with nine 4‐weeks APPE

• Advanced Community – 1
• Advanced Hospital ‐1
• Ambulatory Care ‐ 1
• General Medicine Inpatient ‐ 1
• Specialty Patient Care ‐ 2
• Non‐patient focused ‐ 1 (max of 2)
• Electives (any of the above) ‐ 2

9/29/2016 3

Integrated Pharmacotherapy (IP)

Introduction to IP/Self‐Care General Ambulatory Care Complex Ambulatory Care Complex Hospital Care Clinical Capstone Couse Advanced Pharmacy Practice Experiences ‐ Applied Biochemistry ‐ Pathophysiology & Immunology ‐ Intro to Pharmacology & Med Chem

IP Example

• Cardiology

– Gen Amb Care

• Hypertension
• Dyslipidemia

– Complex Amb Care

• Ischemic Heart Disease
• Arrhythmias

– Complex Hospital

• Acute Stroke
• Acute Heart Failure
• VTE and anticoagulation

How does revised curriculum address new requirements?

CAPE 2013 Outcomes

Foundational Knowledge

• Integrated throughout

curriculum

• UNM’s Approach:

– Integrated Pharmacotherapy Course series – Spiral nature of integration, which aims to introduce, reinforce and build in complexity

Essentials for Practice and Care

• Domains

– Patient‐centered care – Medication use systems management – Health and wellness – Population‐based care

• UNM Approach:

– Public health refocus (P1 and extended across curriculum) – Aspects of patient care – Integrated IPPE throughout P1‐P3 years

CAPE 2013 Outcomes

Approach to Practice and Care

• Domains

– Problem solving – Education – Patient Advocacy – Interprofessional collaboration – Cultural sensitivity – Communication

• UNM Approach:

– Aspects of patient care – Integrated IPPE throughout P1‐ P3 years – Greater emphasis and assessment of co‐curriculum

Personal and Professional Development

• Domains

– Self‐awareness – Leadership – Innovation and entrepreneurship – Professionalism

• UNM Approach

– 5 course professional development series – Work with Innovate ABQ – Co‐curriculum

Standards 2016 Readiness Survey

• The ACPE Board expected each college to be in

compliance by July 1, 2016

• To assist ACPE in monitoring compliance, each college

had to respond to a brief survey regarding its plans for compliance with important aspects of Standards 2016 by April 1, 2016

– Pharmacist Patient Care Process – Interprofessional Education – Co‐curricular activities – Preceptor Training and Development

9/29/2016 4 Standard 10: Curriculum Design, Delivery and Oversight

• 10.8. Pharmacists’ Patient Care Process (PPCP)

– The curriculum prepares students to provide patient‐ centered collaborative care as described in the Pharmacists’ Patient Care Process model endorsed by the JCPP.

• UNM Approach

– PPCP process will be more fully integrated into our new curriculum

• Building in complexity in a stepwise approach across our six

Aspects of Patient Care courses, reinforced in our integrated pharmacotherapy series as well as capstone course and applied longitudinally in IPPEs and APPEs

Pharmacists Patient Care Process

How to Implement the Pharmacists’ Patient Care Process, Marialice Bennet and Mary Ann Kliethermes editors, American Pharmacists Association

Discussion

• How can you, as pharmacists (preceptors),

incorporate student pharmacists/residents into patient care services using the PPCP?

Standard 11: Interprofessional Education

Interprofessional Collaborative Practice

• 4 IPE Core

Competencies

• 39 individual IPE sub‐

competencies

Discussion

• How can you, as pharmacists (preceptors),

cultivate interprofessional opportunities or activities into your site for student pharmacists/residents?

9/29/2016 5 Assessment of Co‐Curricular Activities

• Co‐Curriculum

– Student involvement in experiences that complement, augment, and/or advance what is learned in the formal curriculum

• Student portfolios help in documenting student progressive achievement
• f the competencies.

– Include student self‐assessment, as well as faculty and preceptor assessments

• UNM Approach:

– Students excel in co‐curricular activities including community outreach, service to professional organizations and advocacy – Plan to enhance portfolio system to better capture student activities – This portfolio will be regularly assessed in a standardized manner in the Professional Development courses by faculty, preceptors, and/or alumni

Discussion

• How can you, as pharmacists (preceptors),

become involved in the co‐curricular activities

• f the College through participation and/or

assessment?

Next Steps

• Facilitate University curricular approval process

– Forms were submitted 6/30/16

• Approved by Registrar, HSC Library, Graduate and

Professional Committee

• Still to come (UNM Curricular Committee, HSC Chancellor,

Faculty Senate, Registrar again)

– Anticipated approval in early 2017

• College working on implementation plan

– Day to day schedule, classrooms, etc

• Launch date – August 7, 2017

Questions