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

Medina, Melissa S.; Plaza, Cecilia M.; Stowe, Cindy D.; Robinson, Evan T.; DeLander, Gary E.; Beck, Diane E.; Melchert, Russell B.; Supernaw, Robert B.; Roche, Victoria F.; Gleason, Brenda L.; Strong, Mark N.; Bain, Amanda; Meyer, Gerald E.; Dong, Betty J.; Rochon, Jeffrey; Johnston, P.

doi:10.5688/ajpe778s8

Cited by 26 publications

(9 citation statements)

References 2 publications

(2 reference statements)

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“…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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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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“…The American Association of Colleges of Pharmacy has advocated for the incorporation of interprofessional in colleges and schools of pharmacy and the Accreditation Counsel for Pharmacy Education (ACPE) has incorporated IPE into its Accreditation Standards and Guidelines for the Doctor of Pharmacy Degree (ACPE, ). Additionally, although the updated Educational Outcomes 2013 from the Center for the Advancement of Pharmacy Education do not explicitly use the term IPE, they reference Interprofessional Collaboration, which parallels the intent of IPE (Medina, Plaza, & Stowe, ). Outside of the academic realm, organizations focused on pharmacy practice have also identified IPE as a vital component of pharmacy practice.…”

Section: Interprofessional Faculty Membersmentioning

confidence: 99%

Transforming Health Care Through Interprofessional Graduate Education

Beebe

Roman

Raynor

et al. 2016

Perspect Psychiatr Care

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“…Problem solving is a general skill that involves application of knowledge and skills to achieve certain goals and it can rely on CT but does not have to. 10,11 The steps of identifying a problem, defining the goals, exploring multiple solutions, anticipating outcomes and acting, and looking at the effects and learning from the experience are all steps that can benefit from eliminating assumptions or guesses during the problem solving process. 12 In comparison to general thinking skills, clinical reasoning and clinical decision making depend on a CT mindset and are domain specific skills that are used within pharmacy and other health sciences.…”

Section: A J P Ementioning

confidence: 99%

Developing Critical Thinking Skills in Pharmacy Students

Persky

Medina

Castleberry

2019

American Journal of Pharmaceutical Education

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Objective. To review the importance of and barriers to critical thinking (CT) along with providing evidence-based recommendations to encouraging development of these skills in pharmacy students. Findings.Critical thinking (CT) is one of the most desired skills of a pharmacy graduate but there are many challenges to students thinking critically including their own perceptions, poor metacognitive skills, a fixed mindset, a non-automated skill set, heuristics, biases and the fact that thinking is effortful. Though difficult, developing CT skills is not impossible. Research and practice suggest several factors that improve thinking: a thoughtful learning environment; seeing or hearing what is done to executive cognitive operations that students are trying to improve; and guidance and support of their efforts until they can carry them out on their own.Summary. Teaching CT requires coordination at the curricular level and further to the more discrete level of a lesson and a course. Instructor training is imperative to this process since this intervention has been found to be the most impactful in developing CT skills.

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

Cited by 26 publications

References 2 publications

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

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

Transforming Health Care Through Interprofessional Graduate Education

Developing Critical Thinking Skills in Pharmacy Students

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