An initiative of the Center for the Advancement of Pharmacy Education (formerly the Center for the Advancement of Pharmaceutical Education) (CAPE), the CAPE Educational Outcomes are intended to be the target toward which the evolving pharmacy curriculum should be aimed. Their development was guided by an advisory panel composed of educators and practitioners nominated for participation by practitioner organizations. CAPE 2013 represents the fourth iteration of the Educational Outcomes, preceded by CAPE 1992, CAPE 1998 and CAPE 2004 respectively. The CAPE 2013 Educational Outcomes were released at the AACP July 2013 Annual meeting and have been revised to include 4 broad domains, 15 subdomains, and example learning objectives.

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This paper reviews trends in higher education, characterizing both the current learning environments in pharmacy education as well as a vision for future learning environments, and outlines a strategy for successful implementation of innovations in educational delivery. The following 3 areas of focus are addressed: (1) rejecting the use of the majority of classroom time for the simple transmission of factual information to students; (2) challenging students to think critically, communicate lucidly, and synthesize broadly in order to solve problems; and (3) adopting a philosophy of ''evidence-based education'' as a core construct of instructional innovation and reform.Keywords: blended learning, distance education, e-learning, learning environment, online learning INTRODUCTIONAlthough many of our colleagues in the academy might protest vociferously, we contend that higher education has focused for far too long and much too closely on the wrong metric of student performance, and that this misguided focus, however practical and well-intentioned, has influenced virtually all aspects of the educational enterprise. The raison d'être for higher education is simple and straightforward: to prepare students, predominantly young adults, for future success. Success, of course, can be defined in many ways: the ability to pursue and advance in the career of one's choice; the ability to contribute meaningfully to one's community; the ability to pursue an ''intellectual life.'' The challenge to higher education, and where we contend that the academy has failed, is in measuring, in a meaningful way, the success of our students. This failing is particularly problematic for programs that prepare students to pursue a specific profession, such as pharmacy, as compared to those that provide a broader liberal arts experience.Instead of attempting to assess the true impact on students, educational programs at all levels have focused on easier, and arguably more objective, metrics: course grades, aggregate grade point averages, and scores on standardized examinations. These short-term endpoints have resulted predictably in short-term thinking by all parties associated with the educational enterprise. Students, for example, often focus on what is required to achieve a particular grade in a given course. How many times have we listened to our faculty colleagues complain about students asking the question: ''Will this material be on our exam?'' (In contrast, how frequently do we hear our students ask the more intellectually satisfying question, ''How will I be able to use this material once I am in practice?'') Similarly, classroom instructors focus predominantly on content or technical aspects of application. While this is viewed as providing the necessary foundation upon which students can build in a discrete discipline, valuable opportunities to help students learn how to think, rather than simply what to remember, are lost. Moreover, entire educational systems focus on end-of-course, endof-grade, or end-of-program performance measures ...

Pharmacists' roles are evolving from that of compounders and dispensers of medicines to that of experts on medicines within multidisciplinary health care teams. In the developing country context, the pharmacy is often the most accessible or even the sole point of access to health care advice and services.Because of their knowledge of medicines and clinical therapeutics, pharmacists are suitably placed for task shifting in health care and could be further trained to undertake functions such as clinical management and laboratory diagnostics. Indeed, pharmacists have been shown to be willing, competent, and cost-effective providers of what the professional literature calls "pharmaceutical care interventions"; however, internationally, there is an underuse of pharmacists for patient care and public health efforts. A coordinated and multifaceted effort to advance workforce planning, training and education is needed in order to prepare an adequate number of well-trained pharmacists for such roles.Acknowledging that health care needs can vary across geography and culture, an international group of key stakeholders in pharmacy education and global health has reached unanimous agreement that pharmacy education must be quality-driven and directed towards societal health care needs, the services required to meet those needs, the competences necessary to provide these services and the education needed to ensure those competences. Using that framework, this commentary describes the Pharmacy Education Taskforce of the World Health Organization, United Nations Educational, Scientific and Cultural Organization and the International Pharmaceutical Federation Global Pharmacy and the Education Action Plan 2008–2010, including the foundation, domains, objectives and outcome measures, and includes several examples of current activities within this scope.

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