The CAPE Outcomes Revisions Should Not Require Drastic Changes to Pharmacy Curricula

Fuentes, David; Caudill, Whitney; Henriksen, Jennifer A.; Smith, Thomas R.

doi:10.5688/ajpe78120

Cited by 2 publications

(1 citation statement)

References 4 publications

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“…3 As the Standards were updated, disagreement and controversy surrounding the instruction and assessment of outcomes for the traits identified in the affective domain have surfaced in the form of public criticisms from faculty, administrators, and students. [4][5][6] Without agreement on a pharmacist entrepreneur definition and the knowledge, skills, and attitudes (KSAs) expected of graduates from accredited institutions, it is impossible to fairly assess schools and colleges of pharmacy on performance. This study aims to develop a framework for the pharmacist entrepreneur and identify specific KSAs to help guide instructional design and terminal learning objectives for this affective domain trait.…”

Section: Introductionmentioning

confidence: 99%

Pharmapreneur – Defining a Framework for Entrepreneurship in Pharmacy Education

Mattingly

Abdelwadoud

Mullins

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To determine the role of entrepreneurism within the broader missions of schools of pharmacy and develop an educational framework to produce pharmacist entrepreneurs. Methods. Following a systematic review and six semi-structured interviews, a three-round Delphi process was conducted with an expert panel comprised of successful entrepreneurs, pharmacy faculty members and administrators, students, and community members. Participants were asked about the role of entrepreneurship in a pharmacy school's mission, how they would define a pharmacist entrepreneur, and to identify the knowledge, skills, and attitudes (KSAs) expected to be successful as a pharmacist entrepreneur. A model for entrepreneur education was also developed in accordance with Bloom's taxonomy. Participant agreement and rankings were reported. Results. Based on the semi-structured interviews and the results from the Delphi process, the following framework for a pharmacist entrepreneur was proposed along with a list of KSAs: identifies, creates, and pursues new opportunities; successfully implements new ideas into practice; is willing to take risks; fills unmet needs; creates new value through innovation; is responsive to change; makes sacrifices; includes social and intrapreneurship; leverages existing knowledge, skills, and resources; goes beyond traditional roles for pharmacists; and improves patient care. Recommendations for entrepreneurship instruction, guided by Bloom's taxonomy of cognitive processes, were created. Conclusion. According to our expert panel, a pharmacist entrepreneur combines several characteristics identified with a more traditional entrepreneur construct with the characteristics of an individual devoted to achieving outcomes beyond one's personal gain. Additional research to inform implementation and assessment of entrepreneurship within pharmacy curricula would provide more specific guidance for instructional design and accreditation evaluations.

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