ACPE Standards 2016 and the Revised Pharm D

ACPE Standards 2016 and the Revised Pharm. D Curriculum: An Update Donald A. Godwin, Ph. D 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 Pharm. D 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)

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 CAPE 2013 • • Foundational Knowledge Essentials for Practice and Patient-Centered Care Approach to Practice and Care Personal and Professional Development

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 Pharm. D Degree Students Resources – Assessment • Educational Outcomes • Structure and Process

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, P 4 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 Pharm. D Curriculum • P 1 year Aug Sept Oct Nov Dec 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 801 Applied Biochemistry 805 Pathophysiology & 3 credits Immunology Clinical applications of basic 3 credits biochemical processes at the Foundations of pathophysiology molecular, cellular and immunology organismal level 1 802 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 Jan Feb Mar Apr May 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 811 Intro to Pharmacology & 815 Intro to Integrated Med Chem Pharmacotherapeutics/Self-care 4 credits Fundamentals of pharmacology Concepts of IP, self care topics, CAM, drug and medicinal chemistry information 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 819 Professional Development I 1 cr : Fnd of self-discovery; Prof'l & Identity Instruction and activities by reinforcing key communications skills, including formation; leadership; career development & pathways; Contemporary issues in cultural influences, patient interviewing and counseling. pharmacy practice; IPE Remediation & Summer Break 4 Spring Break & Remediation July 3 Fall Break & Remediation 2 Winter Break 1

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

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

Revised Pharm. D Curriculum • P 4 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

Integrated Pharmacotherapy (IP) Advanced Pharmacy Practice Experiences Clinical Capstone Couse Complex Hospital Care Complex Ambulatory Care General Ambulatory Care Introduction to IP/Self-Care - 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 (P 1 and extended across curriculum) – Aspects of patient care – Integrated IPPE throughout P 1 -P 3 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 P 1 P 3 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

Standard 10: Curriculum Design, Delivery and Oversight • 10. 8. Pharmacists’ Patient Care Process (PPCP) – The curriculum prepares students to provide patientcentered 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 into patient care services using the PPCP?

Standard 11: Interprofessional Education

Interprofessional Collaborative Practice • 4 IPE Core Competencies • 39 individual IPE subcompetencies

Discussion • How can you, as pharmacists (preceptors), cultivate interprofessional opportunities or activities into your site for student pharmacists?

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 of 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 of the College through participation and/or assessment?

Current situation • Curriculum has been fully approved by the University • College has decided to implement new curriculum for both P 1 and P 2 cohorts of students • College working on implementation plan – Day to day schedule, classrooms, etc. • Launch date – August 7, 2017

Questions