Standard No. 2: Essentials for Practice and Care: The

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Standard No. 2: Essentials for Practice and Care: The program imparts to the graduate the knowledge, skills, abilities, behaviors, and attitudes necessary to provide patient-centered care, manage medication use systems, promote health and wellness, and describe the influence of population-based care on patient-centered care.

1) Documentation and Data:

Required Documentation and Data:

Uploads:

Outcome assessment data summarizing overall student achievement of learning objectives for didactic coursework. (APPENDICES 2A–2C)

Outcome assessment data summarizing overall student achievement of learning objectives for introductory pharmacy practice experiences (IPPE). (APPENDICES 2A-2C)

Outcome assessment data summarizing overall student achievement of learning objectives for advance pharmacy practice experiences (APPE). (APPENDICES 2A–2C)

Required Documentation for On-Site Review:

(None required for this Standard)

Data Views and Standardized Tables:

It is optional for the college or school to provide brief comments about each chart or table (see Directions).

AACP Standardized Survey: Students – Questions 15-19

AACP Standardized Survey: Preceptors – Questions 22-26

AACP Standardized Survey: Alumni – Questions 29-33

Optional Documentation and Data: (Uploads)

Other documentation or data that provides supporting evidence of compliance with the standard

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2) College or School’s Self-Assessment: Use the checklist below to self-assess the program’s compliance with the requirements of the standard and accompanying guidelines:

S N.I. U

2.1. Patient-centered care – The graduate is able to provide patient-centered care as the medication expert (collect and interpret evidence, prioritize, formulate assessments and recommendations, implement, monitor and adjust plans, and document activities).

⃝ ⃝

2.2. Medication use systems management – The graduate is able to manage patient healthcare needs using human, financial, technological, and physical resources to optimize the safety and efficacy of medication use systems.

⃝ ⃝

2.3. Health and wellness – The graduate is able to design prevention, intervention, and educational strategies for individuals and communities to manage chronic disease and improve health and wellness.

⃝ ⃝

2.4. Population-based care – The graduate is able to describe how population-based care influences patient-centered care and the development of practice guidelines and evidence-based best practices.

⃝ ⃝

3) College or School’s Comments on the Standard: The college or school’s descriptive text and

supporting evidence should specifically address the following. Use a check to indicate that the topic has been adequately addressed. Use the text box provided to describe: areas of the program that are noteworthy, innovative, or exceed the expectation of the standard; the college or school's self-assessment of its issues and its plans for addressing them, with relevant timelines; findings that highlight areas of concern along with actions or recommendations to address them; and additional actions or strategies to further advance the quality of the program. For plans that have already been initiated to address an issue, the college or school should provide evidence that the plan is working. Wherever possible and applicable, survey data should be broken down by demographic and/or branch/campus/pathway groupings, and comments provided on any notable findings.

How the college or school supports the development of pharmacy graduates who are able to provide patient-centered care

How the college or school supports the development of pharmacy graduates who are able to manage medication use systems

How the college or school supports the development of pharmacy graduates who are able to promote health and wellness

How the college or school supports the development of pharmacy graduates who are able to describe the influence of population-based care on patient-centered care

How the college or school is applying the guidelines for this standard in order to comply with the intent and expectation of the standard

Any other notable achievements, innovations or quality improvements

Interpretation of the data from the applicable AACP standardized survey questions, especially notable differences from national or peer group norms

[TEXT BOX] [15,000 character limit, including spaces] (approximately six pages)

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Standard 2 is closely aligned with the School’s Mission of “Educating the next generation of highly competent, caring, and ethical pharmacists.” The School achieves this mission by providing students with a variety of learning opportunities throughout the curriculum to master the knowledge, skills, abilities, behaviors, and attitudes necessary to provide patient-centered care, manage medication use systems, promote health and wellness, and describe the influence of population-based care on patient-centered care. The Pharmacists’ Patient Care Process (PPCP) serves as the backbone of this standard and is incorporated longitudinally throughout the curriculum. Patient-Centered Care and the Pharmacist Patient Care Process All faculty in the Departments of Pharmaceutical Sciences and Pharmacy Practice who teach in the PharmD program were educated about the PPCP using a pharmacy continuing education module from CEImpact. The PPCP module was subsequently incorporated into faculty annual training requirements and included in new faculty orientation onboarding procedures. This module (and other instructional approaches described in Standard 20) was also made available to IPPE and APPE Preceptors. P-1 Year Content relative to patient-centered care is integrated throughout the curriculum. Students are introduced to patient-centered care and the PPCP starting in their P1 year in Pathophysiology (PHRM 340/341), Introduction to Pharmacy Practice (PHRM 350), Pharmacokinetics (PSCI 470) and Pharmacy Practice Lab (PHRM 351L) courses. Although students learn the complete PPCP, they concentrate primarily on the “Collect” and “Access” components using simulated electronic health record patient cases integrated with physical assessments and SOAP note assignments (PHRM 340, 341), role play, and skill demonstration (PHRM 351L). Upon completion of P1 year, students complete IPPE I (PHRM 355) where they experience the PPCP in an institutional setting. P-2 Year The PPCP is reinforced and expanded in the P2 year with Self-Care (PHRM 450) and pharmacotherapy courses including Infectious Diseases (PHRM 532), Endocrinology/Rheumatology/Gastroenterology (PHRM 534), Hematology/Oncology (PHRM 535), and Cardiology/Pulmonology (PHRM 538). At this level, students are now able to practice the entire PPCP using case-based learning and SOAP note assignments. Pharmacy students begin to use the PPCP as members of an interdisciplinary health-care team alongside nursing, dietetics, social work, and allied science students in Interprofessional Health Care Practice (CHP 400). During the P2 year, students also complete their second semester of Pharmacy Practice Laboratory (PHRM 452L) where their PPCP skills are reinforced and challenged by the increased complexity of a pharmacist’s role in point-of-care testing, electronic health record activities, patient education assignments, and sterile and non-sterile compounding. IPPE II (PHRM 455) occurs during the summer after the P2 year where students relate the PPCP in a community pharmacy practice setting. P-3 Year Opportunities to apply the PPCP using case-based learning continue in pharmacotherapy courses such as Neurology and Psychiatry (PHRM 536), Renal (PHRM 537), Special Populations (PHRM 520) and Specialty

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Care Topics (PHRM 560) in the P3 year. Two final semesters in Pharmacy Practice Lab (PHRM 551L/ 552L) provide experiences for students to master their PPCP skills by participating in an advanced cardiac life support simulation with nursing students and provision of medication-therapy-management services in both simulated and actual patient encounters. Unique to the P3 year are two capstone courses: Pharmacotherapy Lab (PHRM 545L) fall semester, and Pharmacotherapy Capstone (PHRM 580) spring semester. These courses integrate knowledge learned throughout the curriculum into complex patient cases such that students solidify their patient care skills, critical thinking, and clinical reasoning to demonstrate mastery of the PCCP. Student Learning Outcomes Student performance on patient-centered care summative assessments in didactic courses across P1 – P3 years is strong. Overall average scores range from 78 – 84% with greater than 85% of students meeting or exceeding the benchmark (70%) during 2016-2019 (Appendix 2A). Student performance in patient-centered care is also strong across IPPE and APPE experiences. Data from preceptors’ evaluations (on a scale of 1-5, with 1 = Poor, and 5 = Superior) demonstrate IPPE scores greater than 3.6 and greater than 3.8 for APPE with more than 96% of students meeting or exceeding the benchmark (= 3). In general, responses from graduating students, preceptors, and alumni on the AACP Curriculum Quality Surveys relative to this standard exceed that of public schools nationally for the last 3 years. (Appendix 2A). Medication Use Systems Management Medication use systems management content is threaded throughout the P1-P3 curriculum in a variety of courses. In addition to classroom learning, students enroll in Pharmacy Practice Laboratory courses each year. The Pharmacy Practice Laboratory is a fully licensed pharmacy designed to create a realistic simulated practice environment for students to obtain practical skills preparing them as a generalist entry level pharmacist in both community and institutional pharmacy settings. Students learn, apply and master sterile and non-sterile compounding, patient consultation and medication dispensing including over-the-counter medications, medication therapy management, point-of-care testing, advanced cardiac life support, and use of the electronic medical record in a simulated environment. This setting is ideal to prepare students for their IPPE experiences in institutional (PHRM 355) and community (PHRM 455) settings as well as ensure students are APPE-ready. P-1 Year Students are first exposed to principles of pharmacy practice, including brand, generic, and indication for top drugs, dosage forms, pharmacy abbreviations, medication safety, and laws related to prescription processing in Introduction to Pharmacy Practice (PHRM 350) and Pharmaceutical Calculations (PSCI 367). In Health Care Systems (PHRM 352), students examine US health systems where patient-centered and/or population-based care is provided and explore factors that influence providers’ ability to ensure patient safety and interprofessional care services. PHRM 352 also exposes students to the application of economic principles and theories to the provision of cost-effective pharmacy products and services to optimize patient care outcomes, particularly in situations where healthcare resources are limited. In the following semesters, students develop and practice their skills in Pharmacy Practice Laboratory I (PHRM 351L).

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Medication safety concepts are applied while students are introduced to medication dispensing, patient consultation, nonsterile compounding and sterile compounding during spring semester. P-2 Year Critical content in patient safety, medication safety, and quality improvement from an interprofessional perspective are covered in Interprofessional Healthcare Practice (CHP 400) in the P2 year. Students learn situational awareness to prevent error, recognize occasions of error, practice apologies in the event of an error, and perform a root-cause analysis. A final simulated team-based experience in which student teams interact with patient actors to identify and resolve medication safety issues concludes the course. In Top Drugs (PHRM 400), students are held accountable for learning not only the brand, generic, and indication, but also common dosing and Schedule II-IV if a controlled substance. As mentioned previously, students in the P2 year enroll in their second Pharmacy Practice Laboratory II (PHRM 452L) that provides practical applications of concepts they are learning this year. P-3 Year During the P3 year, Medication Use System Management is explored from a managerial, financial, human, and physical resource perspective in Pharmacy Management (PHRM 475/575). In this course, students analyze current policies to help control prescription drug prices, perform a Medicare Part D drug plan evaluation for a patient taking a set of medications, and work in teams to research different patient care service offerings that could potentially produce positive patient outcomes and develop a business plan for it. In the semester following, students apply competencies of medication use systems to different pharmacy practice settings, identify resources to optimize medication use systems, manage medication use systems during transitions of care, and utilize continuous quality improvement techniques in Pharmacy Practice Improvement and Project Management (PHRM 570). Students also enroll in Top Drugs II (PHRM 500) which expands the first Top Drug course (PHRM 400) requiring students to learn the mechanism of action and black box warnings of the top 200+ medications in addition to the brand and generic, indication, dosing, and controlled drug schedule.

Student Learning Outcomes Student performance relative to Medication Use Systems Management is good. According to the Student Learning Outcomes Assessment report for 2016-2019, the overall average score on all summative assessments ranged from 75 – 94% with 72 – 100% of P1 - P3 students meeting or exceeding benchmark values (Appendix 2B). This data, plus student competency in Medication Use Systems Management during IPPE and APPE accessed by preceptors (showing 96 – 100% of students meeting or exceeding benchmark evaluation scores for all years 2016-2019) indicates the curriculum prepares students to be APPE-ready. Lastly, mean scores for Area 2 (Safe and Accurate Preparation, Compounding, Dispensing, and Administration of Medications and Provision of Healthcare Products) on the NAPLEX meet or exceed the national average each of the last 3 years (2017-2019). (Appendix 1F) Health, Wellness, and Population-Based Care Essential curricular content in Health, Wellness, and Population-Based Care is also incorporated throughout the P1-P3 curriculum.

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P1 Year Students are introduced to these competencies during the P1 year as part of the PPCP. In Pathophysiology (PHRM 340/341) students learn about disease risk, assessment, and prevention. They also learn about the Social Determinants of Health and their impact on chronic disease in Introduction to Pharmacy Practice (PHRM 350) and Introduction to Health Care Systems (PHRM 532). In Pharmacy Practice Lab (351L), students are afforded opportunities to practice physical assessment skills that are first learned in PHRM 340/341. P2 Year The Pharmacy Practice Lab course series continues to teach and assess health and wellness components during both P2 and P3 years through patient consultations, physical assessment practice, point-of-care testing and a substance misuse simulation. Self-Care (PHRM 450) in the P2 year provides students with the knowledge, skills, and practical tools necessary to provide self-care recommendations (including complementary and alternative therapy when appropriate) to patients, physicians, nurses, and other allied health care professionals. In Pharmacy-Based Immunization (PHRM 565), students learn about vaccine-preventable diseases, indications for vaccination, implementation of a pharmacy-based vaccination program, and become competent in immunization techniques. Interprofessional Health Care Practice (CHP 400) provides a unique experience to assess health and wellness competencies including prevention, intervention, and education where interprofessional teams interact with standardized patients and family members taking into account personal, social, economic, and environmental conditions to maximize health and wellness.

P3 Year The P3 year provides the most intensive health, wellness, and public health content, in Neurology and Psychiatry (PHRM 536), Public Health for Pharmacists (PHRM 540), Special Populations (PHRM 520), and Practice Improvement and Project Management (PHRM 570) courses. Students in PHRM 536 attend an Alcoholics Anonymous meeting, with a subsequent reflection paper assignment that requires students to identify what they would consider to be the benefits of patient support groups, as well as discuss whether or not their perspective on substance use/abuse changed as a result of attending the meeting. PHRM 540 offers the opportunity for students to learn all aspects of population-based care, and requires students create a public health-focused professional poster which is then presented in a formal poster symposium for faculty and students in the College. The Special Populations course (PHRM 520) also includes population-based care components specific to various patient populations, including pregnancy, lactation, pediatrics and geriatrics. Lastly, PHRM 570 includes a disaster management unit that also contributes to population-based care learning. Additional curricular opportunities to develop competency in this area include an elective course, Pharmacy-Based Point-of-Care Testing Certificate Program (PHRM 553), focused on training students on point-of-care testing, as well as an elective course focused on the evidence-based approach to complementary and alternative medicine (Complementary and Alternative Therapies: An Evidence-Based Approach (CHP 450)). The co-curriculum also contains elective activities centered on health and wellness

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such as disease awareness and prevention activities, participation in health screenings, and immunization administration events. Student Learning Outcomes Examsoft reporting provides evidence of student competency in Health, Wellness and Population-based care is with overall average scores on summative assessments ranging from 75 – 99% during 2016-2019 (Appendix 2C). In all cases with the exception of one, 77 – 98% of students met or exceeded the benchmark score (70%). No notable differences compared to national schools were seen on review of AACP Standardized Survey results of graduating students, alumni, and preceptors for 2016 – 2018. Improvements, Innovations, and Best Practices The implementation of ExamSoft for student assessment has proved to enhance the School’s ability to map learning activities and assessments to Standard 2. While several learning activities described above have been employed to enhance Standard 2, ExamSoft allows programmatic assessment in real-time, a task that was very difficult prior to ExamSoft adoption. The Assessment and Curriculum Committees have also enhanced the course review process in a way that allows better use of student assessment data.

4) College or School’s Final Self-Evaluation: Self-assess how well the program is in compliance with the standard by putting a check in the appropriate box :

Compliant Compliant with Monitoring Partially Compliant Non Compliant

No factors exist that compromise current compliance; no factors exist that, if not addressed, may compromise future compliance.

• No factors exist that compromise current compliance; factors exist that, if not addressed, may compromise future compliance /or

• Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance; the plan has been fully implemented; sufficient evidence already exists that the plan is addressing the factors and will bring the program into full compliance.

Factors exist that compromise current compliance; an appropriate plan exists to address the factors that compromise compliance and it has been initiated; the plan has not been fully implemented and/or there is not yet sufficient evidence that the plan is addressing the factors and will bring the program into compliance.

• Factors exist that compromise current compliance; an appropriate plan to address the factors that compromise compliance does not exist or has not yet been initiated /or

• Adequate information was not provided to assess compliance

Compliant ☐ Compliant with Monitoring

☐ Partially Compliant ☐ Non Compliant

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5) Recommended Monitoring: If applicable, briefly describe issues or elements of the standard that may require further monitoring. – N/A

[TEXT BOX] [1,000 character limit, including spaces]

ABO 2. Essentials for Practice and Care (ACPE Standard 2)Assessment Metric* 2016-2017 2017-2018 2018-2019

340 Pathophysiology I341 Pathophysiology II 81.60% 82.10% 81.80%350 Introduction to Pharmacy Practice367 Pharmaceutical Calculations 93.40% 97.60% 96.30%470 Pharmacokinetics

355 IPPE IPreceptor Eval ABO 2.1

Ave Score (1-5) / % BM=33.8499%

3.81100%

3.61100%

400 Interprofessional Health Care Practice450 Self Care532 Infectious Disease Pharmacotherapy 81.40% 78.30% 83.80%534 Endocrine/Resp/GI Pharmacotherapy535 Hematology/Oncology Pharmacotherapy 89% 85% 98.90%538 CV/Pulmonary Pharmacotherapy565 Pharm-Based Immunization Delivery

455 IPPE IIPreceptor Eval ABO 2.1

Ave Score (1-5) / % BM=34.1

100%4.1

100%4.1

100%520 Special Populations536 Neuropsychiatry Pharmacotherapy 81.60% 80.80% 82.90%537 Renal Pharmacotherapy a) Overall % Average545L Pharmacotherapy Lab 91.20% 88.30% 97.80%560 Specialty Care Topics580 Pharmacotherapy Capstone

551L/552L Pharmacy Practice Lab III/ IV X97.4%

100.0%93.9%96.1%

P4 581-589 APPEPreceptor Eval ABO 2.1

Ave Score (1-5) / % BM=33.81

97.5%4.13

98.8%4.1199%

% SA + Agree (Natl)

100 (97.8)% 98.8 (97.5)% 100 (98.9)%

98.8 (98.1)% 98.8 (97.9)% 100 (98)%

X 96.3 (94.6)% XX 96.4 (93.8)% X

95.9 (97.5)% X 98.3 (95.3)%95.8 (97.6)% X 98.3 (95.9)%

RESULTSABO 2.1 Patient Centered Care

P1

a) Overall % Averageb) % Students meeting

benchmark (70%)

P2


benchmark (70%)

Q26/18. patient-centered care based on evidence-based best practices.

AACP Alumni Survey: ("Odd" Years)The PharmD program prepared me to provide:Q17. medication expertise as part of patient-centered care.

Q21. patient-centered care based on evidence-based best practices.

* Summative Assessments, All students

P3b) % students meeting

benchmark (70%)

AACP Standardized Surveys, ABO 2.1Graduating Student Survey: (Yearly)The PharmD program prepared me to provide...Q7. medication expertise as part of patient-centered care.

Q11. patient-centered care based on evidence-based best practices.

AACP Preceptor Survey: ("Even" Years)The PharmD program prepares students to provide …Q22/14. medication expertise as part of patient-centered care.

APPENDIX 2A. STUDENT LEARNING OUTCOMES ASSESSMENT REPORT 2016-2019

11/25/2019

Assessment Metric* 2016-2017 2017-2018 2018-2019350 Introduction to Pharmacy Practice352 Introduction to Health Systems 80.20% 89.60% 88.80%367 Pharmaceutical Calculations 84.70% 100% 100%

351L Pharmacy Practice Lab II92.9%

100.0%93.8%100%

92.1%100%

355 IPPE IPreceptor Eval ABO 2.2

Ave Score (1-5) / % BM=33.91

100%3.85

100%3.72

100%

452L Pharmacy Practice Lab IIa) Overall % Ave

b) % Students meetingbenchmark (70%)

75.6%72%

75.7%74.7%

88.3%98.8%

455 IPPE IIPreceptor Eval ABO 2.2

Ave Score (1-5) / % BM=34.2

100%4.12

100%4.17

100%475 Pharmacy Practice Management540 Public Health570 Pharm Prac Improvement & PM

551L/552L Pharmacy Practice Lab III/IV91.2%100%

88.6%96.2%

87.5%98.8%


Ave Score (1-5) / % BM=33.12

100%4.14

96.5%4.1499%

Area 2 ScoreD (Natl) 12.7 (12.7) 12.6 (12.6) 12.9 (12.6)% SA + Agree (Natl)

100 (96.5)% 100 (96.6)% 98.6 (96.6)%

X 92 (92.2)% X

97.9 (94.9)% X 100 (93.9)%


North American Pharmacy Licensure Exam (NAPLEX)

D Safe and Accurate Preparation, Compounding, Dispensing and Administration of Medications and Provision of Healthcare Products

RESULTSABO 2.2 Medication Use Systems Management

APPENDIX 2B. STUDENT LEARNING OUTCOMES ASSESSMENT REPORT 2016-2019

91.5%100%

86.9%100%

AACP Standardized Surveys, ABO 2.2Graduating Student Survey (Yearly) The PharmD program ...Q8. prepared me to optimize the safety and efficacy of medication use systems (e.g., dispensing, administration, effects monitoring) to manage patient healthcare needs.

Preceptor Survey ("Even" Years) The PharmD program ….Q23/15. prepares students to optimize the safety and efficacy of medication use systems (e.g., dispensing, administration, effects monitoring) to manage patient healthcare needs.

Alumni Survey ("Odd" Years) The PharmD program…..Q18. prepared me to optimize the safety and efficacy of medication use systems (e.g., dispensing, administration, effects monitoring) to manage patient healthcare needs.

P1


benchmark (70%)

P2

P3a) Overall % Average

b) % Students meetingbenchmark (70%)

87.9%97.7%

11/25/2019

Assessment Metric* 2016-2017 2017-2018 2018-2019340 Pathophysiology I341 Pathophysiology II352 Introduction to Health Systems400 Interprofessional Health Care Practice534 Endocrine/Resp/GI Pharmacotherapy538 CV/Pulmonary Pharmacotherapy475 Pharmacy Practice Management536 Neuropsychiatry Pharmacotherapy 85.80% 89.30% 87.80%540 Public Health545L Pharmacotherapy Lab 93.20% 97.30% 95.90%580 Pharmacotherapy Capstone

552L Pharmacy Practice Lab IV NA97.5%98.7%

96.1%97%


Ave Score (1-5) / % BM=33.84

100%3.75

100%4.19

100%% SA + Agree (Natl)

98.8 (97.6)% 97.6 (97.2)% 100 (97.3)%

X 93.2 (92.4)% X

98 (97.1)% X 100 (94.2)%

Assessment Metric* 2016-2017 2017-2018 2018-2019

P1 352 Introduction to Healthcare Systems93.9%87.8%

95.1%90.1%

98.7%97.4%

520 Special Populations540 Public Health570 Practice Improvement

% SA + Agree (Natl)

98.8 (96.5) 96.4 (95.9)% 100 (96.1)%

X 92.6 (91.4)% X

95.9 (96.1)% X 98.3 (93.4)%

APPENDIX 2C. STUDENT LEARNING OUTCOMES ASSESSMENT REPORT 2016-2019


b) % Students meeting benchmark (70%)

N/A95.6%100%

93.1%95.3%



RESULTSABO 2.3 Health and Wellness



77.1%77.3%

76%84.9%

74.6%64.1%

ABO 2.4 Population-Based Care


benchmark (70%)P384.7%98.2%

84.1%93.7%

86.4%97.8%

AACP Standardized Surveys, ABO 2.3Graduating Student Survey (Yearly) Q9. The PharmD program prepared me to design strategies to manage chronic disease and improve health and wellness.Preceptor Survey ("Even" Years) Q24/16. The PharmD program prepares students to design strategies to manage chronic disease and improve health and wellness.

Alumni Survey ("Odd" Years) Q 19. The PharmD program prepared me to design strategies to manage chronic disease and improve health and wellness.

RESULTS

AACP Standardized Surveys, ABO 2.4Graduating Student Survey (Yearly)Q10. The Pharm.D. program prepared me to assess the health needs of a given patient population.

Preceptor Survey ("Even" Years)Q25/17. The Pharm.D. program prepares students to assess the health needs of a given patient population.

Alumni Survey ("Odd" Years)Q20. The Pharm.D. program prepared me to assess the health needs of a given patient population.


11/25/2019

Documents

Standard No. 2: Essentials for Practice and Care: The