Report of the 2012-2013 Professional Affairs Committee: Tables of Influence—Is Pharmacy Hungry Enough?

MacLean, Linda Garrelts; Brazeau, Gayle A.; Chesnut, Renae; Erstad, Brian L.; Gant, Kisha O'Neal; Pitman, Elizabeth P.; Johnson, Julie K.; Musselman, Timothy; Bradley-Baker, Lynette R.

doi:10.5688/ajpe7710s21

Cited by 4 publications

(6 citation statements)

References 30 publications

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“…This cooperative relationship in the state is long-standing, but has recently become more relevant in light of the 2012-2013 Professional Affairs Committee of the American Association of Colleges of Pharmacy (AACP), which was charged with "Identifying successful practices in the development and maintenance of effective relationships between state pharmacy organizations and colleges/schools or pharmacy." 11 The collaborative efforts between the state pharmacy association and the local colleges of pharmacy are an example of such an effective relationship.…”

Section: Introductionmentioning

confidence: 99%

Preparing pharmacy graduates for interviews: A collaborative statewide mock interview session to improve confidence

Powell

Yip

Hillman

et al. 2015

Currents in Pharmacy Teaching and Learning

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Section: Introductionmentioning

confidence: 99%

Preparing pharmacy graduates for interviews: A collaborative statewide mock interview session to improve confidence

Powell

Yip

Hillman

et al. 2015

Currents in Pharmacy Teaching and Learning

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“…Professional engagement includes service to student organizations; the department, school, or university; communities; agencies; and other professional organizations 81 . Effective professional engagement can lead to multiple benefits, including networking, skills development, professional advancement, scholarship, new opportunities, and advancement of the profession 81,82 …”

Section: Part 2: Updates In Faculty Developmentmentioning

confidence: 99%

“…Professional engagement may also bring challenges. Definitions, expectations of extent, support, and recognition of professional engagement often vary by institution and can be unclear 80‐82 . Professional service activities can compete with the requirements of teaching, practice, and research.…”

Section: Part 2: Updates In Faculty Developmentmentioning

confidence: 99%

Pharmacy practice faculty and preceptor development

Haase

Crannage

Orlando

et al. 2020

J Am Coll Clin Pharm

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Faculty development is a priority for colleges and schools of pharmacy for both corporate and individual success. Recommendations in the 2008 American College of Clinical Pharmacy (ACCP) position statement and white paper on faculty development remain relevant today. However, changes in educational standards, delivery of pharmacy education, and faculty and learners have prompted an update of the 2008 documents. This 2020 white paper focuses on three components: preceptor development, updates in pharmacy practice faculty development, and program formation and implementation. The paper provides evidence and recommendations for preceptor development and summarizes the literature updates related to pharmacy practice faculty development in several areas, including teaching, practice, and research. This update explores additional topics not emphasized in the previous paper, including faculty well-being, holistic career-long development, and challenges with implementing and assessing development programs. K E Y W O R D S faculty development, pharmacy education, preceptor development

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“…The 2012-2013 American Association of Colleges of Pharmacy Professional Affairs Committee identified emergency preparedness as an area underutilized by the pharmacy community that can have far-reaching effects for advancing the profession. 15 In addition, pharmacist participation in emergency preparedness activities also was highlighted in the American Pharmacists Association's CEO blog, calling on all pharmacists to find a MRC unit and join before disaster strikes. 16 This increased emphasis on emergency preparedness and the opportunities it potentially brings to the profession should make schools and colleges of pharmacy embrace and integrate related skills and learning experiences into their curricula.…”

Section: Introductionmentioning

confidence: 99%

“…The community benefits from observing the skills of student pharmacists, which assists in sustaining and expanding pharmacy's role in disaster response and public health. 15 The purpose of this study was to demonstrate the application and observe the effects of an emergency preparedness laboratory activity on student knowledge, willingness to participate in emergency preparedness training, current level of preparedness, and their perception of the importance of a pharmacist's role in disaster response. The primary educational goal was to introduce students at the University of Louisiana at Monroe School of Pharmacy (ULM SOP) to emergency preparedness concepts and to increase awareness of disaster response.…”

Section: Introductionmentioning

confidence: 99%

Evaluation of a Tabletop Emergency Preparedness Exercise for Pharmacy Students

Pate

Bratberg

Robertson

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To describe the implementation and effect of an emergency preparedness laboratory activity on student knowledge, willingness to participate in emergency preparedness training, current level of preparedness, and the importance of a pharmacist's role in disaster response. Design. Second-year pharmacy students in the infectious disease module participated in a laboratory activity based on a basic disaster response tabletop exercise format. Three case-based scenarios involving infectious diseases were created by participating faculty members. Assessment. Surveys before and after the laboratory were used to assess the activity's effect on student knowledge, willingness to participate in emergency preparedness training, current level of preparedness, and the importance of a pharmacist's role in disaster response. In addition, the postsurvey assessed student perceptions of the activity's success at accomplishing faculty-specified outcomes from Appendix B of the Accreditation Council for Pharmacy Education's (ACPE) Standards. Conclusion. Implementation of an emergency response laboratory activity may improve overall students' knowledge of, confidence in, and understanding of their role as pharmacists in an emergency response, while incorporating a variety of skills and knowledge outcomes.Keywords: emergency preparedness, disaster response, education, tabletop exercise, lab INTRODUCTIONThere are numerous types of disasters, natural and human. Natural disasters are physical events that occur spontaneously in nature, and can be geophysical (earthquakes), hydrological (floods), meteorological (hurricanes), climatological (temperature extremes), or biological (viral epidemics).1,2 Human disasters are man-made events that include chemical, biological, radiological, nuclear, and explosive terrorism, arson, riots, armed conflicts, and infrastructure failures.1,2 Any of these disasters most likely will involve provision of health care as part of the greater disaster response effort. Health care professionals may have to address treating injuries directly related to the disaster, providing mental health counseling for survivors, maintaining or re-establishing control of chronic diseases, or preventing infectious diseases outbreaks. Considering the unpredictable nature of disasters, community health professionals should be prepared to respond to disaster events when they occur.Public health emergency preparedness is defined as "the capability of the public health and health care systems, communities, and individuals, to prevent, protect against, quickly respond to, and recover from health emergencies, particularly those whose scale, timing, or unpredictability threatens to overwhelm routine capabilities."3 Acquiring this level of preparedness requires continuous preparation and execution of emergency response activities that examine performance and improve identified deficiencies. 3The 2014 Ebola outbreak demonstrated weaknesses in and the need for better public health emergency preparedness among health care workers. 4...

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Report of the 2012-2013 Professional Affairs Committee: Tables of Influence—Is Pharmacy Hungry Enough?

Abstract: BACKGROUND AND CHARGES cifically professional organizations at the state level and boards of pharmacy as well as successful practices and strategies to guide the academy to be present and active at the "tables of influence" that will enhance the profession and improve patient care.

Cited by 4 publications

References 30 publications

Preparing pharmacy graduates for interviews: A collaborative statewide mock interview session to improve confidence

Preparing pharmacy graduates for interviews: A collaborative statewide mock interview session to improve confidence

Pharmacy practice faculty and preceptor development

Evaluation of a Tabletop Emergency Preparedness Exercise for Pharmacy Students

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