This is an official position statement of the American Association of Diabetes Educators (AADE). AADE is a multidisciplinary professional membership organization of health care professionals dedicated to integrating successful self-management as a key outcome in care of people with diabetes and related conditions. P Po os si it ti io on n S St ta at te em me en nt t C Co oo or rd di in na at to or r A AA AD DE E P Pr ro of fe es ss si io on na al l P Pr ra ac ct ti ic ce e C Co om mm mi it tt te ee e L Li ia ai is so on n Carolé Mensing, RN, MA, CDE AADE Board approval:

Objective. To determine the impact of the Patient Empathy Modeling pedagogy on students' empathy towards caring for the underserved during an advanced pharmacy practice experience (APPE). Design. Pharmacy students completing an APPE at 2 primary care clinics participated in a Patient Empathy Modeling assignment for 10 days. Each student ''became the patient,'' simulating the life of an actual patient with multiple chronic diseases who was coping with an economic, cultural, or communication barrier to optimal healthcare. Students completed the Jefferson Scale of Physician Empathy (JSPE) before and after completing the assignment, and wrote daily journal entries and a reflection paper. Assessment. Twenty-six students completed the PEM exercises from [2005][2006]. Scores on the JSPE improved. Students' comments in journals and reflection papers revealed 3 major themes: greater appreciation of the difficulty patients have with adherence to medication and treatment regimens, increased empathy for patients from different backgrounds and patients with medical and psychosocial challenges, and improved ability to apply the lessons learned in the course to their patient care roles. Conclusion. A Patient Empathy Modeling assignment improved pharmacy students' empathy toward underserved populations. Integrating the assignment within an APPE allowed students to immediately begin applying the knowledge and insight gained from the exercise.

With the increasing prevalence of chronic diseases, advancements in health care technology, and growing complexity of health care delivery, the need for coordination and integration of clinical care through a multidisciplinary approach has become essential. To address this issue, the Institute of Medicine has called for a redesign of the health professional education process to provide health care professionals, both in the academic setting and in practice, the knowledge, skills, and attitudes to work effectively in a multidisciplinary environment. Such programmatic redesign warrants the implementation of interprofessional education (IPE) across health care disciplines. Pharmacists play a critical role not only in the provision of patient care on multidisciplinary teams but also in the delivery of IPE. National pharmacy organizations have endorsed IPE, and several have articulated specific policies and/or initiatives supporting IPE. However, IPE has not yet been implemented effectively or consistently; moreover, the inability to effectively deliver IPE in the classroom and clinic has been correlated with a decrease in the quality of patient care provided. In addition, the incorporation of interprofessional patient care into daily practice has been compromised by workforce shortages within respective health care fields. This White Paper from the American College of Clinical Pharmacy (ACCP) addresses terminology, levels of evidence, environment-specific models, assessment methods, funding sources, and other important implications and barriers as they apply to IPE and clinical pharmacy. Current instruments that have been tested and validated in the assessment of IPE are reviewed, including the Readiness for Interprofessional Learning Scale, the Interdisciplinary Education Perception Scale, and the Attitudes Toward Health Care Teams Scale. Finally, strategies are suggested that ACCP might pursue to assist in the promotion and implementation of IPE both within and outside the pharmacy profession.

Objective. To determine how US and Canadian pharmacy schools include content related to health disparities and cultural competence and health literacy in curriculum as well as to review assessment practices. Methods. A cross-sectional survey was distributed to 143 accredited and candidate-status pharmacy programs in the United States and 10 in Canada in three phases. Statistical analysis was performed to assess inter-institutional variability and relationships between institutional characteristics and survey results. Results. After stratification by institutional characteristics, no significant differences were found between the 72 (50%) responding institutions in the United States and the eight (80%) in Canada. A core group of faculty typically taught health disparities and cultural competence content and/or health literacy. Health disparities and cultural competence was primarily taught in multiple courses across multiple years in the pre-APPE curriculum. While health literacy was primarily taught in multiple courses in one year in the pre-APPE curriculum in Canada (75.0%), delivery of health literacy was more varied in the United States, including in a single course (20.0%), multiple courses in one year (17.1%), and multiple courses in multiple years (48.6%). Health disparities and cultural competence and health literacy was mostly taught at the introduction or reinforcement level. Active-learning approaches were mostly used in the United States, whereas in Canada active learning was more frequently used in teaching health literacy (62.5%) than health disparities and cultural competence (37.5%). Few institutions reported providing professional preceptor development. Conclusion.The majority of responding pharmacy schools in the United States and Canada include

Implementation of interprofessional education (IPE) across health care disciplines continues to anchor the coordination and integration of a multidisciplinary approach to clinical care. Since publication of the ACCP white paper on IPE in 2009, IPE has received increased attention among health care professional organizations and accrediting bodies and has been the focus of hundreds of new publications. Notable advances include the updated core competencies from the Interprofessional Education Collaborative (IPEC), the addition of 14 health care professional organizations representing many different health care professional disciplines to the original six that formed IPEC, and the increased attention given to IPE in the accrediting standards of many health care professions. The present white paper serves as an update to the 2009 ACCP white paper addressing IPE implementation, assessment, barriers, sample practices, and resources. It also proposes several efforts that ACCP could pursue to further promote and implement IPE. K E Y W O R D S clinical pharmacy, education, interdisciplinary, interprofessional, interprofessional education, multidisciplinary, pharmacy practice, teamwork