2016 NMSHP Godwin BFS Speaker Slides/2016... · biostatistics, evaluation of research ...
Transcript of 2016 NMSHP Godwin BFS Speaker Slides/2016... · biostatistics, evaluation of research ...
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ACPE Standards 2016 and the Revised PharmD Curriculum: An Update
Donald A. Godwin, PhDExecutive 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
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ACPE Standards 2016What’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 2016What’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
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ACPE Standards 2016What’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 2016What’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
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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
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Revised PharmD Curriculum
• P1 yearJuly 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 Biochemistry3 credits
Clinical applications of basic biochemical processes at the
molecular, cellular and organismal level
Fall Break &
Remediation
805 Pathophysiology & Immunology
3 credits Foundations of pathophysiology
and immunology
811 Intro to Pharmacology & Med Chem4 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 Forms3 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 Issues2 credits
Legal, ethical and social issues that will impact patients and health care
804 Public Health 2 creditsConcepts 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 creditsInstruction 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 yearJune/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 I3 credits
General Ambulatory Care: Cardiology; Pulmonary
Fall Break &
Remediation
825 Integrated Pharmacotherapy II2 credits
General Ambulatory Care: Endocrinology;
Musculoskeletal/Pain; Psychiatry
830 Integrated Pharmacotherapy III3 credits
General Ambulatory Care: Infectious Diseases
Spring Break & Remediation
835 Integrated Pharmacotherapy IV3 credits
Complex Ambulatory Care: Renal; Endocrinology; Pulmonary;
Cardiology; GI
Remediation & Summer Break
836 Pharmacoeconomics2 credits
Role of economics in health care: Formularies, cost containment, cost
effectiveness
824 Non‐Parenteral Dosage Forms3 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 Operations3 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
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Revised PharmD Curriculum
• P3 yearJune/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 Capstone5 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 Pharmacy1 credit
Topics of changes in pharmacy research and practice
842 Safe Meds & Informatics3 credits
Concepts/risk management for medication safety. Pharmacy
informatics.
847 Integrated Pharmacotherapy VII
2 credits Complex Hospital Care: Oncology
854 Advanced Law and Ethics2 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
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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
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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
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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
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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
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Discussion
• How can you, as pharmacists (preceptors), incorporate student pharmacists/residents into patient care services using the PPCP?
Standard 11: Interprofessional Education
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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?
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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?
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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