Considerations for Embracing and Expanding Community Engaged Scholarship in Academic Pharmacy Report of the 2013-2014 Research and Graduate Affairs Committee

Bloodworth, Lauren S.; Haines, Seena L.; Kearney, Kevin R.; Lipowski, Earlene; Sorensen, Todd D.; Thompson, Dennis F.; Lau, Yuen Sum Vincent

doi:10.5688/ajpe788s8

Cited by 8 publications

(12 citation statements)

References 15 publications

(21 reference statements)

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“…In addition to the need to integrate CE activities, CE stakeholders need to understand how CE affects academic institutions and the value of CE to the institution and community [3,[16][17][18]. The imperative for institutional metrics and valuation is not only for institutional interests, but also emerging requirements for CE valuation from external stakeholders (e.g., grant funding agencies and translational science partners).…”

mentioning

confidence: 99%

Measuring institutional community engagement: Adding value to academic health systems

Ahmed

Young

DeFino³

et al. 2019

J. Clin. Trans. Sci.

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Beyond medical schools’ historical focus on pillar missions including clinical care, education, and research, several medical schools now include community engagement (CE) as a mission. However, most academic health systems (AHSs) lack the tools to provide metrics, evaluation, and standardization for quantifying progress and contributions of the CE mission. Several nationwide initiatives, such as that driven by the Institute of Medicine recommending advances in CE metrics at institutions receiving Clinical and Translational Science Awards, have encouraged the research and development of systematic metrics for CE, but more progress is needed. The CE components practical model provides a foundation for analyzing and evaluating different types of CE activities at AHSs through five components: research, education, community outreach and community service, policy and advocacy, and clinical care. At the Medical College of Wisconsin (MCW), an annual survey administered to faculty and staff assessed the types and number of CE activities from the prior year. Survey results were combined to create a CE report for departments across the institution and inform MCW leadership. Insights gathered from the survey have contributed to next steps in CE tracking and evaluation, including the development of a CE dashboard to track CE activities in real time. The dashboard provides resources for how individuals can advance the CE mission through their work and guide CE at the institutional level.

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mentioning

confidence: 99%

Measuring institutional community engagement: Adding value to academic health systems

Ahmed

Young

DeFino³

et al. 2019

J. Clin. Trans. Sci.

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show abstract

“…The committee reviewed all important documents relevant to each charge, including prior RGAC reports [2][3][4][5] , Center for Advancement of Pharmacy Education (CAPE) competencies, 6,7 and other articles relevant to the above charges. 8,9 These documents were shared on the original conference call and subgroups were determined.…”

Section: Introduction and Committee Chargesmentioning

confidence: 99%

Competency, Programming, and Emerging Innovation in Graduate Education within Schools of Pharmacy: The Report of the 2016-2017 Research and Graduate Affairs Committee

Poloyac

Block

Cavanaugh

et al. 2017

American Journal of Pharmaceutical Education

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EXECUTIVE SUMMARY. Graduate education in the pharmaceutical sciences is a cornerstone of research within pharmacy schools. Pharmaceutical scientists are critical contributors to addressing the challenges of new drug discovery, delivery, and optimal care in order to ensure improved therapeutic outcomes in populations of patients. The American Association of Colleges of Pharmacy (AACP) charged the 2016-2017 Research and Graduate Affairs Committee (RGAC) to define the competencies necessary for graduate education in the pharmaceutical sciences (Charge 1), recommend collaborative curricular development across schools of pharmacy (Charge 2), recommend AACP programing for graduate education (Charge 3), and provide guidance on emerging areas for innovation in graduate education (Charge 4). With respect to Charges 1 and 2, the RGAC committee developed six domains of core competencies for graduate education in the pharmaceutical sciences as well as recommendations for shared programming. For Charge 3, the committee made 3 specific programming recommendations that include AACP sponsored regional research symposia, a professional development forum at the AACP INterim Meeting, and the addition of a graduate research and education poster session at the AACP Annual Meeting. For Charge 4, the committee recommended that AACP develop a standing committee of graduate program deans and directors to provide guidance to member schools in support of graduate program representation at AACP meetings, develop skills for interprofessional teamwork and augment research through integration of Pharm.D., Ph.D., postdoctoral associates, resident, and fellow experiences. Two proposed policy statements by the committee are that AACP believes core competencies are essential components of graduate education and AACP supports the inclusion of research and graduate education focuses in its portfolio of meetings and programs.

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“…7 Additionally, noting a "gap" between the Academy's goals in the area of CES and the slow pace of widespread acceptance in the academy, the RGAC developed a vision statement to guide academic pharmacy: The academy has the responsibility to improve health at the community's interface with the practice of pharmacy through scholarship. 7 Community engagement is a topic that surfaces throughout the Accreditation Council for Pharmacy Education (ACPE) 2016 Accreditation Standards in relation to public health learning, faculty and staff quantitative and qualitative factors, co-curriculum and involved community engagement. 8 The concept of community engagement is supported not only by the Mission and Vision statements of many Universities,…”

Section: Background Of Community Engagementmentioning

confidence: 99%

“…6 In 2014, AACP's Research and Graduate Affairs committee (RGAC) was charged with assessing the landscape of current work in the area of community-engaged scholarship (CES) in the academy, defining community-engaged scholarship metrics, identifying and promoting funding opportunities for pharmacy in CES, and identifying barriers and opportunities for those involved in community-engaged research. 7 The RGAC adopted a definition whereby CES is "recognized as teaching, discovery, integration, application and engagement that involves the faculty member in a mutually beneficial partnership with the community and has the following characteristics: clear goals, adequate preparation, appropriate methods, significant results, effective presentation, reflective critique, rigor and peer-review." 7 Additionally, noting a "gap" between the Academy's goals in the area of CES and the slow pace of widespread acceptance in the academy, the RGAC developed a vision statement to guide academic pharmacy: The academy has the responsibility to improve health at the community's interface with the practice of pharmacy through scholarship.…”

Section: Background Of Community Engagementmentioning

confidence: 99%

“…7 The RGAC adopted a definition whereby CES is "recognized as teaching, discovery, integration, application and engagement that involves the faculty member in a mutually beneficial partnership with the community and has the following characteristics: clear goals, adequate preparation, appropriate methods, significant results, effective presentation, reflective critique, rigor and peer-review." 7 Additionally, noting a "gap" between the Academy's goals in the area of CES and the slow pace of widespread acceptance in the academy, the RGAC developed a vision statement to guide academic pharmacy: The academy has the responsibility to improve health at the community's interface with the practice of pharmacy through scholarship. 7 Community engagement is a topic that surfaces throughout the Accreditation Council for Pharmacy Education (ACPE) 2016 Accreditation Standards in relation to public health learning, faculty and staff quantitative and qualitative factors, co-curriculum and involved community engagement.…”

Section: Background Of Community Engagementmentioning

confidence: 99%

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Facilitating Community Engagement in Academic Pharmacy Careers

Palombi

2017

Innov Pharm

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Considerations for Embracing and Expanding Community Engaged Scholarship in Academic Pharmacy Report of the 2013-2014 Research and Graduate Affairs Committee

Cited by 8 publications

References 15 publications

Measuring institutional community engagement: Adding value to academic health systems

Measuring institutional community engagement: Adding value to academic health systems

Competency, Programming, and Emerging Innovation in Graduate Education within Schools of Pharmacy: The Report of the 2016-2017 Research and Graduate Affairs Committee

Facilitating Community Engagement in Academic Pharmacy Careers

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