1. Paul W. Jungnickel, Ph.D., R.Ph. Pharmacy Practice Section Business Meeting July 19, 2009

2.  Charged by AACP’s Board of Directors to develop:  A nationally defined set of IPPE competencies  Mechanisms to evaluate the outcomes of these competencies  Task force combined education and practice stakeholders.

3.  AACP Council of Deans  Marilyn Speedie  AACP Council of Faculties  Dan Brazeau  AACP Experiential Education Section  Rhonda Jones, Robin Corelli  AACP Pharmacy Practice Section  Paul Jungnickel  ACCP Member and Staff  Krystal Haase, C. Edwin Webb

4.  ACPE Member and Staff  Heidi Anderson, Jeff Wadelin  AMCP Nominee and Staff  Ann Marie Rakoczy, April Shaughnessy  NABP Nominee and Staff  Anne Policastri, Eleni Anagnostiadis  APhA Nominee and Staff  Melinda Joyce, Elizabeth Cardello

5.  ASCP Member  Roberta (Bobbie) Bullock  ASHP Member and Staff  Charles Daniels, Douglas Scheckhoff  NACDS Nominee and Staff  Shawn Eaton, Edith Rosato  NCPA Nominee and Staff  Keith Hodges, Lisa Fowler

6.  Pre-meeting Survey of task force members to rank level of mastery of competencies required at the completion of IPPEs  Day long meeting on Feb 3, 2009  Post-meeting rating of competencies organized according to CAPE outcomes

7.  The issue is really competencies required prior to APPE.  There are few competencies that can be solely developed through the 300 hour required IPPE experience.  Competency is generally developed via an interaction of various educational processes including traditional classroom activities, laboratories, discussions, and practice experiences.

8.  BE – basic understanding required prior to entering APPEs  BEME – basic understanding, and possibly mastery, required prior to APPEs  ME – Mastery required prior to APPEs  BEAO – Basic understanding required prior to APPEs and mastery after successful completion of APPEs  AO – Mastery after successful completion of APPEs

9.  Processing and documenting prescriptions/drug orders  Professional behavior  Understanding dosage forms and devices and how their use should be communicated to patients  Patient self care  Some public health competencies

10.  More complex drug therapy management activities  Patient referral to other health professionals  Resolving conflict in practice  Communicating a team approach to care  Vendor/product/formulary management, and more complex personnel and systems management

11.  Some patient-specific information  Communication with other health professionals about a patient’s therapy  Understanding medical devices and other appropriate use, and counseling patients  Dealing with ethical dilemmas  Dealing with emergency/overdose situations

12.  Practice improvement activities  Complex medication use system/improvement activities  DUE guidelines  Quality assurance activities

13.  Simulation may be a very effective way to teach some pre-APPE competencies.  Further development of simulation activities and the assessment of their outcomes needs to be undertaken by academic pharmacy.  ACPE must consider preceptor burden, site saturation, and school resources in determining how IPPE hours are established and evaluated.

14.  ACPE must allow schools to experiment to determine strategies that work best to enable students to achieve specific competencies.  Current IPPE hours requirement and interpretation of acceptable experiences limit innovation.  Artificial delineation of IPPE and APPE hours may be counter productive and limit the development of experiences as a continuous process.  Current IPPE process has changed the focus from outcomes to inputs.

15.  Board of Directors discussion of report  Assignment of questions related to assessment options to Institutional Research and Assessment Committee  Discussion of how to approach validation at November BOD meeting  Follow up on relevant programming from Annual Meeting