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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