Continuing Our Collaboration to Create Practice-Ready, Team-Oriented Patient Care Pharmacists

Report of the 2014-2015 Professional Affairs Standing Committee: Producing Practice-Ready Pharmacy Graduates in an Era of Value-Based Health Care

“…Colleges/Schools of pharmacy must design curricular quality improvement strategies to stay abreast of emerging issues and incorporate content areas in a timely manner within the curriculum. Specific examples include areas pertaining to patient safety and quality, informatics, pharmacogenomics, enhanced communication skills, and interprofessional practice were recommended by Catizone et al 33 Standards 2016 12 should be utilized to aid in improving these areas as the standards strengthen components around interprofessional education, social determinants of health, and other key content areas.…”

“…33 Besides a college/school of pharmacy assisting an organization to integrate pharmacists into emerging models of care delivery, colleges/ schools can assist with cultivating quality design and instruction within existing practices. This partnership can take the form of a formal or informal consulting relationships whereby faculty can assist with preceptor development, coordination of student activities within the practice site, and streamlining all student activities to minimize duplication and workload of preceptors.…”

“…33 Assessment tools such as PERFORM and the development of Core Entrustable Professional Activities for Entering Pharmacy Practice would provide pharmacy Colleges/Schools of pharmacy should perform continuous quality improvement to improve current IPPEs and APPEs as well as to identify new and innovative APPEs that embrace the emergence of non-traditional pharmacy practice roles in government agencies, pharmaceutical companies, and various health businesses and new roles in community pharmacies and hospitals. DiPiro discussed how pharmacy school curricula should reflect the different career paths available for student pharmacists, and how this will aid in maintaining and developing new definitions of practice readiness that employers and practice partners expect.…”

Evaluation of Video-enhanced Case-based Activities Guided by the Pharmacists’ Patient Care Process

“…While didactic lectures are often used to communicate basic knowledge, they have a limited capacity to support students' ability to apply knowledge in clinical practice, which is one of the overarching goals of the PharmD program. [1][2] Exposure to real-world problem solving is essential in order for students to learn to apply foundational concepts, and there is increasing interest in pharmacy education to utilize teaching methods that better prepare students for clinical environments such as APPE rotations and future practice. [2][3][4][5] To narrow the gap between knowledge acquisition in classrooms and real-world problem solving in professional contexts, case-based learning has been recommended as one effective way to help students become competent problem solvers.…”

“…[1][2] Exposure to real-world problem solving is essential in order for students to learn to apply foundational concepts, and there is increasing interest in pharmacy education to utilize teaching methods that better prepare students for clinical environments such as APPE rotations and future practice. [2][3][4][5] To narrow the gap between knowledge acquisition in classrooms and real-world problem solving in professional contexts, case-based learning has been recommended as one effective way to help students become competent problem solvers. 6 In general, case-based learning is a pedagogical practice of using real or realistic events as learning resources to allow students to apply content knowledge in authentic contexts and engage in problem solving.…”