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It is hoped that this report and the decision tools proposed will assist those involved with multinational trials to 1) decide on the translations required for each country; 2) choose the approach to use when the same language is spoken in more than one country; and 3) choose methods to gather evidence to support the pooling of data collected using different language versions of the same tool.

The purpose of the American College of Clinical Pharmacy (ACCP) is to advance human health by extending the frontiers of clinical pharmacy. Consistent with this mission and its core values, ACCP is committed to ensuring that clinical pharmacists possess the knowledge, skills, attitudes, and behaviors necessary to deliver comprehensive medication management (CMM) in team-based, direct patient care environments. These components form the basis for the core competencies of a clinical pharmacist and reflect the competencies of other direct patient care providers. This paper is an update to a previous ACCP document and includes the expectation that clinical pharmacists be competent in six essential domains: direct patient care, pharmacotherapy knowledge, systems-based care and population health, communication, professionalism, and continuing professional development. Although these domains align with the competencies of physician providers, they are specifically designed to better reflect the clinical pharmacy expertise required to provide CMM in patient-centered, team-based settings. Clinical pharmacists must be prepared to complete the education and training needed to achieve these competencies and must commit to ongoing efforts to maintain competence through ongoing professional development. Collaboration among stakeholders will be needed to ensure that these competencies guide clinical pharmacists' professional development and evaluation by educational institutions, postgraduate training programs, professional societies, and employers.

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With the increasing prevalence of chronic diseases, advancements in health care technology, and growing complexity of health care delivery, the need for coordination and integration of clinical care through a multidisciplinary approach has become essential. To address this issue, the Institute of Medicine has called for a redesign of the health professional education process to provide health care professionals, both in the academic setting and in practice, the knowledge, skills, and attitudes to work effectively in a multidisciplinary environment. Such programmatic redesign warrants the implementation of interprofessional education (IPE) across health care disciplines. Pharmacists play a critical role not only in the provision of patient care on multidisciplinary teams but also in the delivery of IPE. National pharmacy organizations have endorsed IPE, and several have articulated specific policies and/or initiatives supporting IPE. However, IPE has not yet been implemented effectively or consistently; moreover, the inability to effectively deliver IPE in the classroom and clinic has been correlated with a decrease in the quality of patient care provided. In addition, the incorporation of interprofessional patient care into daily practice has been compromised by workforce shortages within respective health care fields. This White Paper from the American College of Clinical Pharmacy (ACCP) addresses terminology, levels of evidence, environment-specific models, assessment methods, funding sources, and other important implications and barriers as they apply to IPE and clinical pharmacy. Current instruments that have been tested and validated in the assessment of IPE are reviewed, including the Readiness for Interprofessional Learning Scale, the Interdisciplinary Education Perception Scale, and the Attitudes Toward Health Care Teams Scale. Finally, strategies are suggested that ACCP might pursue to assist in the promotion and implementation of IPE both within and outside the pharmacy profession.