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.

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 ...

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Objectives. This study evaluated the potential of non-cognitive admissions indicators as predictors of academic success for distance educated, non-traditional doctor of pharmacy students. The objective of this study is to determine whether non-cognitive admission indicators are predictive of academic success. Methods. Preadmission candidate interview scores, essay scores, and total non-cognitive evaluation scores were compared via simple correlation with composite practice portfolio scores and grade point average (GPA) with (overall GPA) and without (didactic GPA) inclusion of portfolio scores. Results. Portfolio scores and GPA scores were significantly correlated with preadmission candidate interview scores, essay scores, and total non-cognitive evaluation scores. In addition, portfolio scores were significantly correlated with didactic GPA. Conclusions. All of the non-cognitive admissions parameters significantly correlated with the outcome measures; composite portfolio score, didactic GPA, and overall GPA. These correlations may assist schools of pharmacy in selecting applicants possessing skills required to succeed in a nontraditional, distance delivered PharmD program. The results of this study also pertain to other disciplines that use distance education.Keywords: admissions, student performance, academic success, non-traditional PharmD study by Zgarrick and MacKinnon in which they surveyed pharmacists to elicit motivations for wanting to pursue a non-traditional PharmD degree and to determine practice area preferences, approximately 32% of pharmacists indicated that they would or probably would enroll in a non-traditional PharmD program.1 The pharmacists surveyed indicated that improving their clinical skills and improving the quality of their work were reasons for wanting to enroll. Half of the pharmacists indicated that their current practice area would be their preferred area after they completed a PharmD degree. Such findings support the need for distance-based, non-traditional PharmD programs. While these findings indicate significant interest in non-traditional program enrollment, the number of institutions offering such programming in pharmacy has decreased since the publication of this article. The reason for this decrease was not investigated as it did not directly impact this study's purpose. INTRODUCTIONThe demand for non-traditional doctor of pharmacy programs was mainly stimulated by the 1989 decision of the American Council on Pharmaceutical Education (ACPE) to accredit only those colleges of pharmacy that offer the PharmD as their entry level degree and the subsequent vote by the American Association of Colleges of Pharmacy (AACP) House of Delegates in 1992 to adopt the Doctor of Pharmacy (PharmD) as the entry level degree. Non-traditional doctor of pharmacy programs are aimed at practicing pharmacists who earned pharmacy degrees from traditional Bachelor of Science programs.Distance-based, non-traditional PharmD programs provide many pharmacists with the convenience of being able to remain...

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