American Council on Pharmaceutical Education Accreditation in the U.S. Defined and Explained Peter H. Vlasses, Pharm D, BCPS Executive Director V Pan American Conference on Pharmaceutical Education May 6, 2002, 8:30 am, Miami, FL

Learning Objectives zDiscuss ACPE’s core purpose and organizational structure zDefine accreditation zDescribe the process by which degree programs in pharmacy are accredited by ACPE zList two other forms of pharmacy education accredited by ACPE

ACPE  National agency for accreditation in pharmacy of:  Professional degree programs (i.e., Pharm D) Recognized for accreditation and pre- accreditation of professional programs in pharmacy by the U.S. Department of Education continually since 1952 Recognized for accreditation and pre- accreditation of professional programs in pharmacy by the U.S. Department of Education continually since 1952  Providers of continuing education including certificate programs  Founded in 1932 for professional programs; CE added in 1975, CP in 1999  ACPE is an autonomous and independent agency with headquarters in Chicago, IL

Accreditation in pharmacy:  public recognition accorded by a reliable authority to professional education programs or continuing education providers judged to meet established qualifications and educational standards  determined on the basis of initial and periodic evaluation  directories published annually

ACPE: Basic Premises  How do you know a good Pharm D program or CE provider when you see one?  The perfect Pharm D program or CE provider doesn’t exist.

ACPE Board Of Directors  Six year terms of office  Three appointees each by:  American Association of Colleges of Pharmacy – pharmacy educators  American Pharmaceutical Association – pharmacy practitioners  National Association of Boards of Pharmacy – pharmacy regulators  One appointee by:  American Council on Education – non-pharmacy educator, public member

ACPE Board Of Directors  Paul G. Boisseau, RPh, Sc D (NABP)  Barbara F. Brandt, PhD (AACP)  Judith S. Christensen, PharmD, BCPS, RPh – (NABP)  Dennis K. Helling, PharmD, FCCP, FASHP President (APhA)  John R. Johannes, PhD (ACE)  Mary Anne Koda-Kimble, PharmD, Vice President (AACP)  H.W. Matthews, PhD (AACP)  Wm. Whitaker Moose, RPh, Sc D (NABP)  Robert J. Osterhaus, RPh (APhA)  Terry A. Short, RPh Secretary/Treasurer (APhA) ( )=appointing organization

New Council Appointees: July 1, 2002 to June 30, AACP: S. William (Sandy) Zito, Ph D, Professor of Pharmacology, St. John’s University, College of Pharmacy and Allied Health Professions 2.APhA: Betty Jean Harris, Pharm D, PharMerica, Pompano Beach, FL 3.NABP: David E. Holstrom, RPh, JD, Executive Director, Minnesota State Board of Pharmacy

ACPE Professional Staff  Peter H. Vlasses, Pharm D, BCPS, Executive Director  Jeffrey W. Wadelin, Ph D, Executive Associate Director  Dimitra V. Travlos, Pharm D, BCPS, Executive Assistant Director  Ulric K. Chung, MCS, Ph D, Executive Assistant Director  Dawn G. Zarembski, Pharm D, BCPS, Executive Assistant Director  Michael J. Rouse, B Pharm, MPS, Executive Assistant Director

ACPE: Public Interest Panel  Advisory to the Board of Directors  Meets prior to each Board meeting  Composed of individuals without a pharmacy connection to bring public perspective to Council deliberations  Current composition:  Lawyer  Banker  Researcher/ethicist

Increased Practitioner Input to ACPE  ACPE recently asked a number of pharmacy organizations to each appoint two practitioners to assist with accreditation activities (e.g., on-site review of professional degree programs)  Goal: to foster greater involvement from various perspectives within the profession

ACPE Financial Structure  Fees from those accredited:  Colleges and schools of pharmacy  Providers of continuing education in pharmacy, including certificate programs  Annual sustaining grants from:  AACP  AFPE  APhA  NABP

ACPE Strategic Plan CORE PURPOSE: To assure excellence in education for the profession of pharmacy.

ACPE: Core Values  Commitment  Excellence  Innovation  Integrity  Leadership  Learning  Responsiveness

ACPE assures excellence in education for the profession of pharmacy by:  Accrediting pharmaceutical education providers and programs.  Encouraging innovation in pharmaceutical education.  Emphasizing learning outcomes in pharmaceutical education.  Consulting and assisting in the development and advancement of quality pharmaceutical education, including the conduct of accreditation research.

ACPE assures excellence in education for the profession of pharmacy by: (Cont.)  Requesting and responding to feedback from its various constituencies (the general public, students and prospective students, licensing bodies, Colleges and Schools of Pharmacy and their parent institutions, CE providers, the profession of pharmacy, other health professions and international colleagues).  Promoting continuous quality improvement within its accredited groups and itself.  Managing its resources responsibly.

ACPE Accreditation of Professional Degree Programs in Pharmacy

Factors Influencing Professional Program Standards  Charters’ Pharmacy Curriculum Study of 1927  Elliott’s Pharmaceutical Survey of 1946  Blauch and Webster’s Pharmaceutical Curricula of 1952  Millis’ Report of the Study Commission on Pharmacy of  Weaver’s Report of the Task Force on Pharmacy Education (APhA) of 1984

Standards 2000: The Revision Process  initiated in 1989  Standards 2000 adopted June 14, 1997  Implementation Procedures ratified August 19, 1997  effective date of July 1, 2000  transition period through June 30, 2004

ACPE - Accredited Colleges and Schools

Programs offering the Doctor of Pharmacy Degree

Source: AACP Institutional Research Report Series, Profile of Pharmacy Students Enrollments in Doctor of Pharmacy Conferred as the First Professional Degree Programs (PharmD) as a Percentage of Total First Professional Degree (PharmD, BS) Enrollments

Implementing Standards 2000: Status Report Number of Pharmacy Colleges/Schools:  Ahead of Schedule:76  On Schedule: 8  Behind Schedule: 0

Pharmaceutical Care  Definition: the responsible provision drug therapy for the purpose of achieving definite outcomes that improve a patient’s quality of life  Outcomes are:  cure of disease  elimination or reduction of a patient’s symptoms  arresting or slowing a disease process or  preventing a disease or symptoms  Involves identifying, preventing or resolving drug-related problems

ACPE Pharm D Standards: Professional Competencies  evaluate and process prescriptions  manage systems and supervise technical personnel  manage and administer practice  apply computers and technology to practice  communicate with patients and other health professionals  administer medications

ACPE Pharm D Standards: Professional Competencies (cont.)  evaluate and triage patient problems  identify, assess, and solve medication- related problems  evaluate patients, and order medications and laboratory tests  collaborate with other health professionals  retrieve, evaluate, and manage professional information and literature  use data to optimize drug therapy

ACPE Pharm D Standards: Professional Competencies (cont.)  design, implement, monitor, evaluate, and modify drug therapy  understand diet, nutrition, and non-drug therapies  recommend, counsel, and monitor use of non-prescription drugs  monitor and counsel patients  provide emergency first care  evaluate and document interventions and pharmaceutical care outcomes

Standard No. 1 Mission and Goals  fundamental and contextual with subsequent standards  interwoven with other elements, such as planning, development, implementation, and assessment  philosophy of pharmacy practice as the rendering of pharmaceutical care

Standard No. 2 Systematic Planning  deploy a planning process  have a plan to guide continued development

Standard No. 3 Assessment of Achievement  systematic assessment of achievement in accord with the stated mission

Standards No. 4-7 Organization and Administration  College or School of Pharmacy and University Relationships  Relationships in University and Affiliated Health Care Facilities  College or School Organization and Administration  Responsibilities of the Dean

Standards No Curriculum  The Curriculum in Pharmacy  Knowledge,Skills, Abilities, Attitudes, Values  Life-long learning  Curricular Organization and Length  Professional Competencies and Outcome Expectations  Areas and Content of Curricular Core

Curricular Content  biomedical sciences  pharmaceutical sciences  behavioral, social, and administrative sciences  pharmacy practice  professional experience (including introductory and advanced practice experiences)

Standards No Curricular Processes  Teaching and Learning Processes  Evaluation of Student Achievement  Curriculum Evaluation

Standards No Students  Organization of Student Affairs Within a College or School of Pharmacy  Admission Criteria, Policies, and Procedures  Progression of Students  Disclosure of Program Information

Standards No Students (cont’d.)  Student Representation  Student Perspectives in Program Evaluation and Development  Student/Faculty Relationships

Standards No Essential Resources  Faculty  Library and Learning Resources  Physical and Practice Facilities  Financial Resources

Baccalaureate-Degreed Pharmacists Already in Practice  non-traditional educational development  convenience and accessibility  individualized assessments  customized plan of study  achievement of the professional competencies

Baccalaureate-Degreed Pharmacists Already in Practice  requisites waived based upon assessment of professional competencies (achieved via continuing pharmaceutical education, quantity and quality of previous practice experience)  continuing pharmaceutical education could be utilized to prepare for and support successful completion of a non- traditional pathway

Professional Degree Program Accreditation Evaluation  College or school self-study  External evaluation  Third-party comments  Complaints  Public Interest Panel review

Professional Degree Program Accreditation The Evaluation Team  Appointment and composition  Role, responsibility, and authority  Conflict of interest and confidentiality

Professional Degree Program Accreditation Self-Study Analysis  Format and organization  Organization of the self-study process  Description, appraisal, and documentation  Progress since last evaluation  Self-assessment of standards  Comprehensive summary (strengths, weaknesses, and plans)  Staff assistance

Professional Degree Program Accreditation The On-Site Evaluation  Schedule  Assignments  Guidelines  Sessions

Professional Degree Program Accreditation After the On-Site Evaluation  The Evaluation Team Report  Response and/or updates from College or School  The Accreditation Action and Recommendations

Professional Degree Program Accreditation At the Council Meeting  Presentation of report  Movement of Accreditation Action and Recommendations  Follow up (interim reporting, focused on-site evaluation)  Presentations by Colleges and Schools

Substantive Change  ACPE expectations, policies and procedures  Examples  new pathway  enrollment increase  change in leadership  change in organization, support, etc.

AACP-ACPE Joint Task Force on Assessment and Accreditation  Organized in fall 2001 to explore the utilization of additional objective measures:  To provide additional standardization in the accreditation process  Facilitate continuous quality improvement  Considering recommendation of:  Standardized student, faculty and alumni surveys for use by programs and ACPE  “Indicators” to be reviewed on an annual basis to assure appropriate programmatic monitoring

New Opportunities to Be Evaluated New Opportunities to Be Evaluated  Accreditation of pharmacy technician education/training programs and continuing education providers.  Working with Council on Credentialing in Pharmacy(CCP);  Expanded role of ACPE in accreditation research.  Expanded international involvement of ACPE.

International Issues  Pharmacy programs from other countries are asking ACPE to accredit them or provide assistance to establish their own processes.  CE providers from other countries are inquiring about ACPE accreditation.  Distance education programs have the potential for “international students.”

ACPE Accreditation of Providers of Continuing Education and Certificate Programs in Pharmacy

History of CE Provider Accreditation Program  AACP/APhA Task Force on Continuing Competence in Pharmacy  1974 APhA Board recommends ACPE accreditation of pharmacy CE  1975 ACPE develops standards for CE accreditation (recently revalidated)  states require mandatory CE for re-licensing and ACPE accreditation is the main measure of acceptability.

ACPE-Accredited CE Providers ACPE-Accredited CE Providers

ACPE Accredited CE Provider Demographics GroupPercentage College or school of pharmacy 23% Educational companies and manufacturers 27% Local, State or National Associations 25% Hospitals, Networks 13% Other (Publishers, Government Agencies, etc) 12%

Certificate Programs Definition: Structured and systematic postgraduate educational experiences for pharmacists that are generally smaller in magnitude and shorter in time than degree programs, and that impart knowledge, skills, attitudes, and performance behaviors to meet specific pharmacy practice objectives.

New Opportunities to Be Evaluated New Opportunities to Be Evaluated  Accreditation of pharmacy technician education/training programs and continuing education providers.  Working with Council on Credentialing in Pharmacy(CCP);  Expanded international involvement of ACPE.  Expanded role of ACPE in accreditation research.

International Issues  Pharmacy programs from other countries are asking ACPE to accredit them or provide assistance to establish their own processes.  CE providers from other countries are inquiring about ACPE accreditation.  Distance education programs have the potential for “international students.”

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