Annual Report of the Accreditation Council for Pharmacy Education

Vlasses, Peter H.; Wadelin, Jeffrey W.; Travlos, Dimitra V.

doi:10.5688/aj710237

Cited by 7 publications

(7 citation statements)

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“…9. Organizational Culture • to ensure self-directed lifetime learning, professional behavior, leadership and teamwork within academic units and professions 4,5 .…”

Section: Organization and Governancementioning

confidence: 99%

Comparative Study Between China 2018 National Accreditation Standard for Teaching Quality of Clinical Pharmacy and ACPE 2015 Accreditation Standards and Guidelines

Abdelrahman¹,

Zhang²,

Yang³

2019

IJPER

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“…9. Organizational Culture • to ensure self-directed lifetime learning, professional behavior, leadership and teamwork within academic units and professions 4,5 .…”

Section: Organization and Governancementioning

confidence: 99%

Comparative Study Between China 2018 National Accreditation Standard for Teaching Quality of Clinical Pharmacy and ACPE 2015 Accreditation Standards and Guidelines

Abdelrahman¹,

Zhang²,

Yang³

2019

IJPER

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“…There are almost 30 pharmacy schools in the Kingdom of Saudi Arabia (KSA), all equally eager to align with global standards in clinical pharmacy education and cope with the country's expanding pharmaceutical industry [1,2]. These schools must adopt a holistic approach to comprehensive development, enhance their role in development, and improve their products and services in line with superior standards of higher education in the KSA [3,4]. Most schools have prepared their ten-year strategic plans (2016-2026) based on several scientific methodologies, resulting in significant variances between them and possible asymmetries with the needs of the clinical pharmacy industry [3,5].…”

Section: Introductionmentioning

confidence: 99%

“…These schools must adopt a holistic approach to comprehensive development, enhance their role in development, and improve their products and services in line with superior standards of higher education in the KSA [3,4]. Most schools have prepared their ten-year strategic plans (2016-2026) based on several scientific methodologies, resulting in significant variances between them and possible asymmetries with the needs of the clinical pharmacy industry [3,5].…”

Section: Introductionmentioning

confidence: 99%

Strategic analysis of clinical pharmacy education in Saudi Arabia

Almeman¹

2020

Trop. J. Pharm Res

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Purpose: To analyze the strategic position of clinical pharmacy education in Saudi Arabia and ensure that it meets the needs of the current industry in the country.Methods: A comprehensive and structured analysis of strengths, weaknesses, opportunities, and threats (SWOT) was performed with more than 100 clinical pharmacists, academic staff, and students as participants. An internal factor evaluation (IFE), external factor evaluation (EFE), and SWOT matrix were conducted to compare the provisions of the current system with market needs.Results: The analysis involved more than 40 academic staff members, 35 clinical pharmacists, 50 students, and several administrative staff members. The EFE and IFE were calculated as 2.06 and 2.2, respectively, and were lower than the accepted international standard. The internal and external analyses involved 37 and 20 items, respectively. Finally, a SWOT matrix was constructed to help for proposing the strategies. Several strategies were recommended to address eventual shortcomings.Conclusion: The great paradigm shifts in the pharmaceutical market warrant an equal paradigm shift in clinical pharmacy education. More strategic data are needed to further analyze the market in the next five to ten years. Adopting the current educational modality to best match the needs of the pharmaceutical market is also essential. Keywords: Clinical pharmacy, Education, SWOT analysis, Strategic planning

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“…There are over 40 pharmacy faculties in Turkey and Northern Cyprus, with local accreditations awarded by the Turkish Higher Education Counsel for professional 5 year programs [23]. Out of these, Near East University (NEU) is certi ed by the ACPE [24]. To acquire this certi cation, the faculty of pharmacy reviewed its curriculum in order to meet the required standards.…”

Section: Introductionmentioning

confidence: 99%

Preparing Lifelong Learners for Delivering Pharmaceutical Care in an Ever-Changing World: A Study of Pharmacy Students

Khamis

Abdi

Başgut

2020

Preprint

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Background Continuing professional development (CPD) continues to gain acceptance as a model for health care professionals to engage in lifelong learning (LLL). Whilst many pharmacy schools have not adopted yet specific programs targeting the development of LLL skills though it’s widely accepted as an essential competence. This paper examines the effectiveness and utility of a longitudinal CPD training program introduced to last year master of pharmacy students.Methods A CPD simulation course was introduced to a cohort of fifth year students in Northern Cyprus in the 2018–2019 academic year. The program was delivered as an interactive orientation course in one semester; meanwhile, in the second semester, the students applied the CPD cycle and filled their portfolios during their final experiential practice. A mixed-methods approach was used to evaluate the outcomes using students’ preparedness for lifelong learning (SPLLL) self-administered questionnaire delivered pre-post program, focus group sessions for students to reflect on the course experience, and instructors’ evaluations of portfolios.Results Following the implementation of the course, students’ assessment scores were significantly higher overall (166.2 ± 15.2 vs 212.78 ± 27.1) and for all scale domains, including “knowledge (40.85 ± 6.55 vs 60.8 ± 8.89), skills (44.2 ± 6.53 vs 51 ± 6.04), attitude (49.44 ± 6 vs 54.4 ± 6.7) and practice (31.67 ± 4.87 vs 46.56 ± 8.69)”, compared to the baseline assessment. Additionally, compared to fifth year students who responded to the second SPLLL questionnaire, the intervention group students’ assessment was significantly higher in knowledge, skills, and practice. The qualitative analysis reported high student satisfaction and achievement of the course objectives. Nineteen of the students scored high on their portfolios.Conclusion The CPD simulation course provided students with opportunities to practice and develop self-assessment and self-management skills that are all desirable for lifelong learning and prepared them for CPD.

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Annual Report of the Accreditation Council for Pharmacy Education

Cited by 7 publications

References 0 publications

Comparative Study Between China 2018 National Accreditation Standard for Teaching Quality of Clinical Pharmacy and ACPE 2015 Accreditation Standards and Guidelines

Comparative Study Between China 2018 National Accreditation Standard for Teaching Quality of Clinical Pharmacy and ACPE 2015 Accreditation Standards and Guidelines

Strategic analysis of clinical pharmacy education in Saudi Arabia

Preparing Lifelong Learners for Delivering Pharmaceutical Care in an Ever-Changing World: A Study of Pharmacy Students

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