Part 1 TCEP Nuts and Bolts TPA 2014 Presentationc.ymcdn.com/sites/texpharm.site-ym.com/resource/resmgr/2014... · NUTS AND BOLTS TCEP PRECEPTOR TRAINING Santhi Masilamani, Pharm D,

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Texas Pharmacy Association 2014 Conference & ExpoTexas Pharmacy Association 2014 Conference & Expo

NUTS AND BOLTSTCEP PRECEPTOR TRAINING

Santhi Masilamani, Pharm D, CDE, MBA

Director, Ambulatory APPE

TPA

August 2, 2014

Texas Pharmacy Association 2014 Conference & Expo

Acknowledgments

• Thanks and acknowledgements to TSHP and to TCEP member schools and Experiential Education personnel– Nancy Ordonez, University of Houston

– Anna Brozick, Texas A&M Rangel College of Pharmacy

– Flora Estes, Shantera Davis and Willie Capers, Texas Southern University

– Craig Cox, Texas Tech

– Jeff Copeland, University of the Incarnate Word

– Lisa Killam‐Worrall, University of North Texas

– Jennifer Ridings‐Myhra and Bill McIntyre, University of Texas

• Santhi Masilamani has no disclosures or conflicts of interest


Learning Objectives

• Describe the goals of experiential education as defined by the Accreditation Council for Pharmacy Education and the Texas State Board of Pharmacy.

• Define the preceptor’s role in experiential education.• Explain the rationale and history behind introductory

pharmacy practice experience (IPPE).• Compare and contrast introductory and advanced

pharmacy practice experiential education competencies.• List benefits of precepting introductory and advanced

pharmacy practice experiences.


Goals of experiential education

• “The college must provide a continuum of required and elective pharmacy practice experiences throughout the curriculum, from introductory to advanced, of adequate scope, intensity, and duration to support the advancement of professional competencies.”

ACPE: “Accreditation standards and guidelines for the professional program in pharmacy leading to the doctor of pharmacy degree.” Effective 14 February, 2011. Accessed at https://www.acpe‐accredit.org/pdf/FinalS2007Guidelines2.0.pdf. June 1, 2012


General Guidelines

• The pharmacy practice experiences should provide:– multiple opportunities to perform patient-centered care

activities in a variety of settings – in-depth, structured, and carefully coordinated – active participation and patient care responsibilities– progressive practice skills– professional behavior– confidence– personal responsibility

• Site-specific learning objectives– Competencies– Types of patients/ major disease states/conditions– Level of student responsibility/extent of student

interaction


Pharmacy Practice Experiences

• Introductory

– P1 , P2, P3

• Advanced

– P4

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Rationale and history ‐ Introductory Pharmacy Practice Experience (IPPE)

• Increasing responsibility that needs an early complement to didactic curriculum

• Develop professionalism– Attendance, respect, dress

• Develop comfort and confidence• Develop real time processing speed


ACPE Standard 14.4 (IPPE)

• Community and institutional practice

• Direct patient care

• Various formats


Preceptor’s Role

Roles

• Role model

• Coach

• Guide

• Prospective employer

Responsibilities• Provide significant interaction

with students• Supervise student activities• Provide up to date and

structured learning experience• Assess students


Preceptor Sharing

• Role model– Stories of personal career path

– Ask the student about their career goals

– Discuss pros and cons of the job

– Discuss interests outside of pharmacy


Preceptor teaching model

Instruction

Modeling

Coaching

Facilitating


Direct Instruction

• At the beginning of a rotation:– Assigned books– Lectures– Articles– Discussions

• P4– Refer to relevant resources and check understanding during daily

duties– No classroom type lectures needed

• P1, P2, P3– College takes care of didactic lectures– Check knowledge as appropriate to year in school

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Modeling

• Preceptor demonstrating skill or process

– Thinking out loud

– For P1, P2, P3, and P4


Modeling Example

• Which of the following scenarios is considered modeling?1. Thinking out loud while creating an assessment and plan2. Silently performing a DUR, then counseling the patient in

front of the student3. Whizzing through the labs in the EMR and ordering a Scr

level


Coaching

• Student performs skill– Preceptor observes– Comes after direct instruction and modeling– P1, P2, P3

• Takes 3‐4 weeks of constant exposure

– P4• Takes 1‐2 weeks of constant exposure

• Preceptor gives feedback– Based on specific criteria– Verbal and documented

• “Good job” vs “student was able to state specific and appropriate therapeutic goals for hyperlipidemia”


Coaching examples

• Student interviews patient for medication history

• Student counsels patient on new medication

• Student conducts CMR

• What others can you think of?


Facilitating

• Independent performance– After coaching– After corrective feedback is no longer needed– Progressively increase complexity of care provided by

student

• P1, P2, P3– Depending on task, each individual takes a different amount

of time

• P4– 2‐4 weeks


Facilitating examples

• Student interviews patient and reports to you

• Student does discharge counseling

• Student immunizes patient

• Student rounds with hospital team

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Compare & Contrast IPPE and APPE Competencies

IPPE APPE

• processing and dispensing new/refill medication orders • patient interviews • creating patient profiles

• responding to drug information inquiries • interacting with other health care professionals• participating in public health educational offerings• interpreting and evaluating patient information• triaging and assessing the need for treatment or referral• assessing patient health literacy and compliance • compound, dispense, and administer medications• evaluating appropriateness of medication dosing • point-of - care and patient-centered services• physical assessments • preparing and compounding extemporaneous preps and sterile

products • communicating with patients & health care providers • interacting with pharmacy technicians• documenting interventions in patient records• presenting patient billing third parties

• utilizing practical pharmacokinetic principles• administering medications• identifying and reporting medication errors and

adverse drug reactions• managing the drug regimen through monitoring and

assessing patient information• retrieving, evaluating, managing, and using clinical

and scientific publications• accessing, evaluating, and applying information to

promote optimal health care • ensuring continuity of care among health care

settings• participating in discussions and assignments

regarding compliance with accreditation, legal, regulatory/legislative, and safety requirements

• participating in discussions and assignments regarding drug approval process and the role of key organizations in public safety and standards setting

• participating in discussions and assignments concerning key health care policy matters


Activity

• Pair and compare

– List IPPE activities at your site in the left hand column

– List APPE activities on the right hand column


Benefits of precepting IPPE and APPE

• Student pharmacist involvement and contributions at your site– Patient counseling– Medication histories– Med reconciliation– ADE reporting and tracking– Literature search– Follow up phone calls– MTM prep– Data collection/outcomes evaluation– Publications– What does the audience say?


References

• Accreditation standards and guidelines for the professional program in pharmacy leading to the doctor of pharmacy degree. Accreditation Council for Pharmacy Education Website. https://www.acpe‐accredit.org/pdf/FinalS2007Guidelines2.0.pdf. Accessed June 1, 2012.

• CAPE Educational Outcomes 2013. Center for the advancement of pharmacy education. http://www.aacp.org/Documents/CAPEoutcomes071213.pdf

• Texas Administrative Code. (Texas State Board of Pharmacy Rules). http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=3&ti=22&pt=15.


Questions?


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TCEP PRECEPTOR DEVELOPMENT:STUDENT ASSESSMENT, CASE SCENARIOS, AND THE RUBRIC

Anna H. Brozick, Pharm.D., M.M.

Assistant Professor and Director of Introductory Pharmacy Practice Experiences

Texas A&M Rangel College of Pharmacy


Acknowledgments

• Thanks and acknowledgements to TSHP and to TCEP member schools and Experiential Education personnel:

• Flora Estes, Shantera Davis and Willie Capers, Texas Southern University

• Craig Cox, Texas Tech• Nancy Ordonez and Santhi Masilamani, University of Houston• Jeff Copeland, University of the Incarnate Word• Lisa Killam‐Worrall, University of North Texas• Jennifer Ridings‐Myhra and Bill McIntyre, University of Texas• My colleagues at Texas A&M• The presenter has no disclosures nor conflicts of interest


Learning Objectives

1. Develop strategies for providing criteria‐referenced, student‐centered assessments of student pharmacists.

2. Identify the consistent characteristics of the A student, F student, and the student in between.

3. Assess student competence using the TCEP standardized grading rubric.

4. Discuss effective feedback and evaluation methods of student pharmacists.


Criteria‐referenced and student‐centered assessments

• Where do the criteria come from?

• The professional competencies: similar for IPPE and APPE, with some notable distinctions

• Texas State Board of Pharmacy (TSBP)

• Accreditation Council for Pharmacy Education (ACPE)

• Center for the Advancement of Pharmacy Education (CAPE)

• Texas Consortium on Experiential Programs (TCEP)


Criteria‐referenced = professional competencies

• Both the IPPE and APPE clerkships require preceptors to assess student professional competence.

• When comparing APPE vs. IPPE students and their competency requirements, the skills are similar.

• The distinction between APPE and IPPE expectations are the breadth and depth of the competency statements.


Discussion

• Group discussion question 1: When assessing a student on the professional competencies, is it possible for a student to earn a “5?”

• Question 2: Are there assessment distinctions between an APPE and an IPPE student?

• Answer: there are likely as many different answers or interpretations as there are preceptors in the room.

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Student‐centered assessments

• I advocate that students (both IPPE and APPE) can earn a 5, because accreditation requires both criteria‐referenced and student‐centered evaluations.

• Expectations should be established that allow students to reach competence at their current professional level.

• P2 expectations would differ from P4 expectations


Example

• You are precepting a P4 student on their 5th APPE clerkship. The student continues to present incomplete patient assessment and SOAP notes. Additionally, their interventions lack clinical judgment and when you outline the expectations of an accurate patient assessment and work‐up, the student responds he/she knows what to do, but just does not have the time to finish all the patients you assign.


Student‐centered

• During the 4th week of the rotation, the student’s performance still has not improved, and in‐fact you believe it has worsened.

• As you inquire further, you learn that their mother passed away on the 4th day of rotation.

• What are the student‐centered concerns you recognize in this scenario?

• What solutions do you have or want to recommend for your APPE student?

• Other steps – call your Experiential Directors and/or Deans.


General Characteristics of the A‐student vs. the F‐student

A‐student F‐student

Flexible Inflexible, easily frustrated

Independent and self‐directed learner

Dependent on others, insecure, needs guidance

Motivated Easily discouraged

Persistent Lack of follow‐through

Strong work ethic Lazy

Self‐advocate No sense of purpose

Consistent Inconsistent/unreliable

Connected Disconnected/lacks resources

Organized Disorganized, cluttered, lateConcordia University. Top 10 characteristics of high‐performing graduate school students. http://education.cu‐portland.edu/blog/masters‐resources/top‐10‐characteristics‐of‐high‐performing‐graduate‐school‐students/


How do these characteristics translate to pharmacy student behaviors and skills?

A‐student Demonstrated knowledge, skills, attitudes, values and behaviors in the pharmacy

Flexible Ex. Student responds calmly under pressure when an angry patient or nurse makes accusationsagainst him or the pharmacy staff

Independent and self‐directed learner

Ex. Student is unable to recall the answer on the spot, and instead looks up the answer on her own time and reports back to the preceptor, unsolicited

Motivated Ex. Student attends state conference on an innovative topic and reports back to you ways to incorporate idea into the pharmacy work‐flow

Persistent Ex. Student continues to search through the primary literature until discovering the answer to an allusive and complex DI question


Think, pair, and share

F‐student Demonstrated knowledge, skills, attitudes, values and behaviors in the pharmacy

Inflexible, easilyfrustrated

Dependent on others, insecure, needs guidance

Easily discouraged

Lack of follow‐through

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Using the TCEP rubric5 = Excellent 4.5 = Very Good 4 = Good 3.5 = Minimal

Competency 3 = Needs

Improvement 2 = Significant Deficits Exist

1 = Unacceptable

Student has excelled in performing competency. Student has exceeded expectations and can function independently at all times.

Student performed competency very well.(acceptable ≥ 90% of time) Student has met expectations and requires minimal to no guidance from preceptor (can perform independently ≥ 90% of time).

Student performed the competency well. (acceptable ≥ 80% of time) Student has met expectations and can complete task in a supervised situation with limited guidance from preceptor (can perform independently ≥ 80% of time).

Student performed the competency at an acceptable level. (acceptable ≥ 70% of time) Student has met expectations but requires occasional guidance from preceptor (can perform independently ≥ 70% of time).

Student knows how to achieve competency, but has not consistently demonstrated it at an acceptable level (acceptable <70% of time). Student requires significant guidance from preceptor (can perform independently <70% of time).

Student knows how to achieve competency, but rarely demonstrates it (acceptable <50% of time). Student requires significant guidance from preceptor, and preceptor must often complete it for student (can perform independently <50% of time).

Student does not know how to achieve competency. Student does not function independently and requires direct supervision by preceptor at all times.


Using the grading rubric to assess student performance

• Hints:

• Read the fine print, not just the bold‐face

• Set realistic expectations: IPPE vs. APPE student levels

• Compare expectations: 1st rotation vs. 6th

rotation

• Group Question 3: What other factors do you consider when assessing the student and assigning a grade?


Case scenarios

• Osteoporosis: there will be 3 different students, each at a different competency level – A, F, and in‐between

• Setting: all 3 students are P4 students on their 4th APPE –ambulatory clerkship. This is just prior to the midpoint evaluation. You want to assess their readiness to perform the MTM consultations independently.

• When watching the video, address which competencies these skills are related to.

• Watch videos, take notes, and assign a score, 1‐5.1. https://www.youtube.com/watch?v=ZaaUV6N08BU

2. https://www.youtube.com/watch?v=Qo9N1qemZRg

3. https://www.youtube.com/watch?v=reZlzg24rucTexas Pharmacy Association 2014 Conference & Expo

Video acknowledgement• Videos courtesy of Charles Douglas, Ph.D., M.B.A., Assistant Professor of Pharmaceutical Sciences at Texas A&M Rangel College of Pharmacy

• Developed with grant support from American Association of Colleges of Pharmacy (AACP) for the 2013 New Investigator Award

• You may contact Dr. Charles Douglas for access to videos and more information.

• [email protected]• Thank you Dr. Douglas!


More evaluation tools

• Is it always necessary to use a grading rubric to provide feedback?

• What other methods for feedback and assessment do you utilize?


Feedback vs. Assessment

Formative Summative

Why? Monitor learning and progress – identify strengths and weaknesses

Evaluate competence –assess knowledge, skills, values, attitudes, and behaviors

When? On‐going feedback, any time during the practice experiences, on the fly

Cumulative, final feedback, scheduled time

How? Discussion, SOAPs, periodic feedback

Exam, project, formal case presentation

What? Less formal, non‐graded tasks

Formal, graded assignments

From Carnegie Mellon, Eberly center for teaching excellence and educational innovation. https://www.cmu.edu/teaching/assessment/basics/formative‐summative.html

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Effective feedback

• Discussion question 4: Is it more difficult to provide constructive feedback to the A‐student, the F‐student, or the student in‐between?


Techniques for effective feedback

• Timely – if the error occurred during the first week of rotation and you wait until their final evaluation during week 6, what can the student do to improve or change?

• Specific

– Based on observed behavior

– Regulated in quantity

– Provided in a quiet, relaxed setting


More information on feedback

• Goal‐referenced – what does the student hope to obtain?

• Actionable – what specific actions should the student change (or not change if they are already doing it right)?

• Tangible and transparent – when you criticize, can the student gain anything from the critique?

• Consistent – set expectations from the beginning

Wiggins G. Seven keys to effective feedback. Educational Leadership 2012; 70(1):10‐16. Accessed from http://www.ascd.org/publications/educational‐leadership/sept12/vol70/num01/Seven‐Keys‐to‐Effective‐Feedback.aspx Texas Pharmacy Association 2014 Conference & Expo

Revisiting the video

• Student 1 – “Maria”

• Think, pair and share with your neighbor.

• How would you distinguish between your feedback and your assessment with “Maria.”

• What words will you use to be constructive?

• Any other actions to take?


Questions

• Feel free to contact me for follow‐up and further discussion.

• [email protected]

• 361‐221‐0663

• Thank you for your participation this morning!


References• Accreditation standards and guidelines for the professional program in

pharmacy leading to the doctor of pharmacy degree. Accreditation Council for Pharmacy Education Website. https://www.acpe‐accredit.org/pdf/FinalS2007Guidelines2.0.pdf. Accessed June 1, 2012.

• CAPE Educational Outcomes 2013. Center for the advancement of pharmacy education. http://www.aacp.org/Documents/CAPEoutcomes071213.pdf

• Texas Administrative Code. (Texas State Board of Pharmacy Rules). http://info.sos.state.tx.us/pls/pub/readtac$ext.ViewTAC?tac_view=3&ti=22&pt=15.

• Concordia University. Top 10 characteristics of high‐performing graduate school students. http://education.cu‐portland.edu/blog/masters‐resources/top‐10‐characteristics‐of‐high‐performing‐graduate‐school‐students/.

• Carnegie Mellon, Eberly center for teaching excellence and educational innovation. https://www.cmu.edu/teaching/assessment/basics/formative‐summative.html

• Wiggins G. Seven keys to effective feedback. Educational Leadership 2012; 70(1):10‐16. Accessed from http://www.ascd.org/publications/educational‐leadership/sept12/vol70/num01/Seven‐Keys‐to‐Effective‐Feedback.aspx

TCEP Preceptor Development: Student assessment, case scenarios, and the rubric

Self‐reflection Questions

1. In your own words, how would you describe student‐centered and criteria referenced assessment?

2. What are the biggest barriers to providing effective feedback and assessment at your practice site?

3. How do you compare the common characteristics of the A‐student and the F‐student to the actual students you precept on their pharmacy practice experiences?

4. What feedback tools do you plan to utilize in practice following this presentation?

TCEP Preceptor Development Participant Worksheet

Student‐Centered Assessment

Group question 1. Is it possible for a student to earn a score of “5” on their competency assessment? We will discuss the

“definition” of a 5 later in this presentation. Share your observations, thoughts and opinions.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Group question 2. Are there assessment distinctions (different expectations) between an IPPE and APPE student? Share

your observations, thoughts and opinions.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Think, pair and share with a colleague. What behaviors or skills do you observe or anticipate in the “F‐student” who has

the following characteristics?

F‐student characteristic Observed or anticipated behaviors, knowledge, skills, attitudes, or values

Inflexible and easily frustrated

Dependent on others, insecure, needs continuous guidance

Easily discouraged

Lack of follow‐through

Group question 3. What other factors do you consider when assessing the student and assigning a grade?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Group question 4. Is it more difficult to provide constructive feedback to the A‐student, the F‐student or the student in‐

between?

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Personal Notes/follow‐up.

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

Patient Case Scenarios: Assess the 3 students using the TCEP grading rubric and competencies listed below from their

video recording: 1. Maria; 2. Linda; 3. Ana

5 = Excellent 4.5 = Very Good 4 = Good 3.5 = Minimal Competency

Student has excelled in performing competency. Student has exceeded expectations and can function independently at all times.

Student performed competency very well.(Is acceptable ≥ 90% of time) Student has met expectations and requires minimal to no guidance from preceptor (can perform independently ≥ 90% of time).

Student performed the competency well. (Is acceptable ≥ 80% of time) Student has met expectations and can complete task in a supervised situation with limited guidance from preceptor (can perform independently ≥ 80% of time).

Student performed the competency at an acceptable level. (Is acceptable ≥ 70% of time) Student has met expectations but requires occasional guidance from preceptor (can perform independently ≥ 70% of time).

3 = Needs Improvement 2 = Significant Deficits Exist 1 = Unacceptable

Student knows how to achieve competency, but has not consistently demonstrated it at an acceptable level (Is acceptable <70% of time). Student requires significant guidance from preceptor (can perform independently <70% of time).

Student knows how to achieve competency, but rarely demonstrates it (Is acceptable <50% of time). Student requires significant guidance from preceptor, and preceptor must often complete it for student (can perform independently <50% of time).

Student does not know how to achieve competency. Student does not function independently and requires direct supervision by preceptor at all times.

Competency 5=excellent 4.5=very good

4=good 3.5=minimal competency

3=needs improvement

2=significant deficits

1=unacceptable 0= not observed or n/a

a. Critical Thinking and Decision Making Abilities

b. Informatics and evidence‐based pharmacotherapy

c. Oral communication

d. Self‐directed learning abilities

e. Disease‐state knowledge

f. Patient information

g. Patient pharmacotherapy assessment

h. Pharmacy care plan

Comments and feedback:

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

__________________________________________________________________________________________________

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LISA J. KILLAM‐WORRALL, PHARM.D., BCPSASSISTANT DEAN FOR EXPERIENTIAL EDUCATIONASSOCIATE PROFESSOR PHARMACOTHERAPYUNIVERSITY OF NORTH TEXAS SYSTEM COLLEGE OF PHARMACY

TCEP Preceptor Development: TCEP Preceptor Toolkit


Acknowledgments• Thanks and acknowledgements to TPA and to TCEP member schools and Experiential Education personnel:– Flora Estes, Shantera Davis and Willie Capers, Texas Southern University

– Craig Cox, Texas Tech University

– Nancy Ordonez and Santhi Masilamani, University of Houston

– Jeff Copeland, University of the Incarnate Word

– Jennifer Ridings‐Myhra and Bill McIntyre, University of Texas

– Anna Brozick and Mary Chavez, Texas A&M Health Science Center

• The presenter has no disclosures nor conflicts of interest


Learning Objectives

1. Access the TCEP preceptor toolkit.

2. Identify the 7 elements and activities in the preceptor toolkit.

3. Describe the necessary components for incorporating experiential students into pharmacy or patient care services.

4. Design pharmacy practice rotation activities consistent with stated objectives and competencies.


The Preceptor Toolkit Process

• TCEP Retreat August 2012

− All colleges/schools submitted one form for consideration of adoption by all

− Each form was discussed and revisions were accepted

− Each form contained adopted grading criteria rubric

− Forms will be available from each college/school via electronic system or internet


TCEP Preceptor Toolkit

1. Medication Reconciliation

2. Drug Information Inquiry

3. Journal Club

4. Patient Encounter (SOAP Note)

5. Patient Counseling

6. Drug Related Problem Intervention

7. Patient Case PresentationAll forms provided as electronic handout


Preceptor Roles

• Direct Instruction

• Modeling

• Coaching

• Facilitating

ASHP PGY1 Accreditation Standards

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Discussion

• Which roles are utilized in IPPE rotations?

• Which roles are utilized in APPE rotations?


SMART Learning Objectives• Specific

− Be precise about outcome

•Measurable− Be able to quantify

• Achievable− Ensure realistic expectations

− Take into account student level of experience and site resources

• Relevant− Align with practice and/or organizational goals

• Timed

ACPE CPD 101 Program


Discussion

• What are the learning objectives or competencies for the experiences that you precept?

• How do these compare with your expectations for student learning and progress?


IPPE Activities• Process and dispense new/refill medication orders

– Compounding techniques

– Calculations

• Conduct patient interviews to obtain patient information

• Create patient profiles using information obtained

• Respond to drug information inquiries

• Interpret and evaluate patient information

• Document interventions

• Present patient casesSelected from ACPE Standards Appendix C


Discussion

• For the IPPE Activities, which Toolkit forms may be useful in providing student feedback?

• What other types of forms would be beneficial for IPPE activities?


APPE Objectives ‐ General

Selected from ACPE Standards Appendix C

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APPE Objectives –Community & Institutional

• Create a business plan to support a patient care service, including determining the need, feasibility, resources, and sources of funding

• Manage the medication use system and apply the systems approach to medication safety

• Participate in the pharmacy’s quality improvement program• Participate in the design, development, marketing, and reimbursement

process for new patient services• Participate in discussions and assignments of human resources management,

medication resources management, and pharmacy data management systems, including pharmacy workload and financial performance

• Participate in the pharmacy’s planning process• Conduct a drug use review• Manage the use of investigational drug products • Participate in the health system’s formulary process • Participate in therapeutic protocol development • Participate in the management of medical emergencies

Selected from ACPE Appendix C


Discussion

• For the APPE Activities, which Toolkit forms may be useful in providing student feedback?

• What other types of forms would be beneficial for APPE activities?


Questions

• Feel free to contact any college/school for follow‐up and further discussion of specific requirements and use of the toolkit.

–[email protected]

• Thank you for your participation this morning!


References• Accreditation standards and guidelines for the professional program in

pharmacy leading to the doctor of pharmacy degree. Accreditation Council for Pharmacy Education Website. https://www.acpe‐accredit.org/pdf/FinalS2007Guidelines2.0.pdf. Accessed March 15, 2014.

• ASHP Accreditation Standard For Postgraduate Year One (PGY1) Pharmacy Residency Programs. http://www.ashp.org/DocLibrary/Accreditation/ASD‐PGY1‐Standard.aspx. Accessed March 15, 2014.

• Accreditation Council for Pharmacy Education. Continuing professional development (CPD). http://www.acpe‐accredit.org/ceproviders/CPD.asp. Accessed March 15, 2014.