Report of the 2010-2011 Academic Affairs Standing Committee

Limited Predictive Utility of Admissions Scores and Objective Structured Clinical Examinations for APPE Performance

“…Coupled with demands for more reliable and valid assessments from stakeholders, the literature reflects an emergent interest in issues associated with the identification and assessment of noncognitive skills considered necessary for success in contemporary health care environments. 1,2,6,20 The 2010-2011 Academic Affairs Standing Committee of the American Association of Colleges of Pharmacy (AACP) recently identified selfefficacy, self-assessment, entrepreneurship, leadership, and advocacy as traits essential for graduates to function in the emerging "learning health-care system." 20 As described in recommendation 7 by the 2011-2012 AACP Argus Commission, "Colleges and schools of pharmacy should identify the most effective validated assessments of inquisitiveness, critical thinking, and professionalism to include as part of their assessment plans, for use as both admissions assessments and as measurement of curricular outcomes."…”

“…1,2,6,20 The 2010-2011 Academic Affairs Standing Committee of the American Association of Colleges of Pharmacy (AACP) recently identified selfefficacy, self-assessment, entrepreneurship, leadership, and advocacy as traits essential for graduates to function in the emerging "learning health-care system." 20 As described in recommendation 7 by the 2011-2012 AACP Argus Commission, "Colleges and schools of pharmacy should identify the most effective validated assessments of inquisitiveness, critical thinking, and professionalism to include as part of their assessment plans, for use as both admissions assessments and as measurement of curricular outcomes." 6 The current study complements a growing body of research that highlights the complexities of effectively assessing the development of noncognitive skills.…”

Report of the 2012-2013 Academic Affairs Standing Committee: Revising the Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes 2013

“…The 2010-11 Academic Affairs Standing Committee recommended that the Association reconvene a Panel to examine the affective domain since the current and previous iterations of the Educational Outcomes focused primarily on the cognitive domain. 3 Then President Brian L. Crabtree in Spring 2012 charged that the now Center for the Advancement of Pharmacy Education (CAPE) Panel be reconvened with consent of the AACP Board of Directors to undertake a revision of the CAPE Educational Outcomes. President J. Lyle Bootman continued this charge and appointed the CAPE Panel to meet in lieu of the 2012-13 Academic Affairs Standing Committee.…”

Deliberate Integration of Student Leadership Development in Doctor of Pharmacy Programs

“…1 This inclusion came as no surprise as numerous stakeholders in pharmacy education and the pharmacy profession made similar calls for leadership development. [2][3][4] As leadership has a variety of definitions depending on the context, it is important to first define it. For the purpose of this paper, leadership is defined as "the process of influencing an organized group toward achieving a shared goal."…”