Accreditation Council for Pharmacy Education (ACPE)
Update for AACP Council of Deans
ACPE Board of Directors and Executive Staff
AACP Interim Meeting ▪ Savannah, Georgia
February 28, 2011
ACPE Board and Staff Speakers• Heidi M. Anderson, PhD
ACPE President (University of Kentucky)• Robert S. Beardsley, RPh, PhD
ACPE Vice President (University of Maryland) • Michael A. Moné, RPh, JD, FAPhA
ACPE Secretary/Treasurer (Cardinal Health)• Stephanie F. Gardner, PharmD, EdD
ACPE Board of Directors (University of Arkansas)• Peter H. Vlasses, PharmD, DSc (Hon.), BCPS, FCCP
ACPE Executive Director• Jeffrey W. Wadelin, PhD
ACPE Associate Executive Director, and Director, Professional Degree Program Accreditation
Purpose of Discussion• Part of ACPE’s ongoing effort to engage in
a collaborative dialogue with stakeholders
• Convey and clarify information on activities, policies and procedures
• Respond to topics submitted by deans
• Discuss opportunities to improve ACPE’s interactions with schools/colleges
ACPE Communications AssessmentOctober – December 2010
Key Issues Identified
• Process vs. Outcomes Assessments
• Quality vs. Quantity
• Transparency
• Consistency in Accreditation Review
• Collaborative Approach
Process vs. Outcomes Assessment:
Feedback Received• Concerns about the evidence-base of
some standards and guidelines
• Accreditation requirements are resource intensive for colleges and schools
• ACPE’s processes limit flexibility and innovation
Process vs. Outcomes Assessment
• Accreditation is outcomes focused; process and structure are linked to outcomes
• ACPE is committed to assuring quality in all accredited pharmacy education programs
• “What does ‘good’ look like” – collaborative effort of practice organizations, AACP, and ACPE
“Accreditation is a trust-based, standards-based,evidenced-based, judgment-based, peer-based
process.” —CHEA, 2009
ACPE Stakeholder ConferenceSeptember 12–14, 2012
Atlanta, GA
• Advancing Quality in Pharmacy Education: Charting Accreditation’s Future
• Invitational consensus-seeking conference
• In collaboration with a broad array of leaders in pharmacy, health care, and education leaders
ACPE Stakeholder ConferenceObjectives
• Examine competencies that are currently required of pharmacists and competencies that will be required in the future
• Expand evidence-based practices in assessing the quality of educational programs
• Inform standards, guidelines, and process quality improvement initiatives
S2007 Guidelines 2.0
Please discuss the “effective date” and when schools will be
held accountable for new guidelines during reviews.
Dean-Submitted Question
S2007 Guidelines 2.0• Guidelines 2.0 are in effect
– Site teams will evaluate starting Fall 2011 cycle
– Provides clarification and/or quality improvement additions– Reflects ACPE Board of Directors policy decisions– 15 new “must” statements (many have previously been communicated)
• AAMS will be updated by April 30, 2011 • Rubric v4.0 will be released by April 30 and will provide an
overview of key changes– Effective on July 1
• Self-studies in progress that are using other versions of the rubric must address the changes in the text of their self-study submissions
Accreditation Timeframes
• Will ACPE consider modifying the accreditation cycle by lengthening terms (e.g., to 7–8 years)?
• Will ACPE consider reducing the number of reports by increasing time between interim reporting?
Dean-Submitted Questions
ACPE Subcommittee to Analyze Accreditation Cycle and Process
• Subcommittee will analyze accreditation cycle and process for colleges and schools of pharmacy
• Comprised of 4 ACPE Board members, 2 deans (AACP-appointed), ACPE staff member
• Preliminary report to ACPE Board – June 2011
Issues at the Intersection of Quality and Quantity:Feedback Received
• Is ACPE adequately addressing quality in new schools and/or expanded programs?
• Is quality within experiential education impacted? Adequate sites and preceptors?
• Is quality of faculty and academic leadership diminished?
Programs with Accreditation Status (n = 124)
• Full Accreditation Status: 99– Programs that have graduated students
• Candidate Accreditation Status: 16– Programs with students enrolled but have not yet produced graduates or
have graduates and have not addressed all the accreditation standards
• Pre-Candidate Accreditation Status: 9– Programs that have not yet enrolled students or are in their first year of
classes
Accredited PharmD Programs*
* Inclusive of January 2011 Board Actions
• 26 programs have distance campuses*– 19 are public and 7 are private
• 3 programs are in the process of being evaluated to open a distance campus
• 5 programs have branch/distance campuses out of state
Distance Campus Expansions
(* Distance campus = delivery of didactic curriculum to/from site)
Pharmacy School Graduation Trends
Source: AACP Fall 2010 Data and ACPE February 2011 Estimates
Num
ber
of G
radu
ates
Pha
rmac
y sc
hool
gra
duat
es 2
011–
2014
pr
ojec
ted
base
d o
n c
urre
nt e
nro
llmen
t an
d A
CP
E-e
stim
ated
att
ritio
n
Fact Check―
Are new colleges and schools of pharmacy primarily responsible for
this increase in pharmacy graduates since 2003?
Increase in Pharmacy Graduates Since 2003
Increase in Pharmacy Graduates Since 2003
• Comprehensive and focused accreditation reviews
• Annual monitoring metrics (e.g., NAPLEX, enrollments, progression/graduation, dismissals, withdrawals, attrition)
• AACP standardized surveys (e.g., graduating students, faculty, preceptors, and alumni)
• Launch of Assessment and Accreditation Management System (AAMS) with AACP
• Identification of noteworthy practices
ACPE Monitoring of Pharmacy Programs – Quality and Resources
NAPLEX Passing Rate for First-Time Candidates 2004–2010
Pre-1995 versus Post-1995 Programs
2010 NAPLEX Passing Rate Spread for Pre-1995 versus Post-1995 Programs
Per
cent
age
of P
rogr
ams
n =
1
n =
1
n =
12
n =
10
n =
3
n =
1
n =
2 n =
6
n=
23
The PharmD Program prepared me to:
Communicate with patients and caregivers
Gather and use specific information to identify patient medication-related
problems
Develop a patient care plan to manage each medication-related problem
Work with a health care team to implement the patient care plan
Manage the system of medication use to affect patients
Work with other stakeholders and resolve problems related to medication use
The PharmD Program prepared students to:
Develop and use patient-specific care plans
Efficiently manage a patient-centered pharmacy practice
Develop disease management programs
Manage the system of medication use
Promote the availability of health promotion and disease prevention
initiatives
Communicate with patients, caregivers, and other members of the
interprofessional health care team
2010 Faculty and Preceptor Survey Curriculum Responses (Faculty N = 2,604 / Preceptor N = 8,170)
Required Evaluations & On-site Visits for ACPE Accreditation of New Programs
Over 7 years: a New Program is evaluated by 24–36 individuals
Draft Application On-site Consultation (1 staff member)
Evaluation for Precandidate Status (team of 4-5)Evaluation for Candidate Status (team of 4-5)
Evaluation for Continuation of Candidate Status (team of 2-3)
Consideration of Full Status (team of 4-5)
Evaluation for Continuation of Initial Full Status (team of 2-3)
New School Process
Paper review of draft application (team of 4)
Info
rmal
consu
ltatio
n with
ACPE
Initial expression of
interest by University
Founding Dean
hired and on-site
Recruit
leadership team
Draft application
report and fee
due January 15
On-site
consultatio
n by
ACPE staff
Final application
report April 1
Applicatio
n reviewed
by Applic
ation R
eview
Team
On-site
eva
luat
ion
appro
ved b
y Boar
d at
June
Mee
ting
Representatives
meet with ACPE
Board
± 9 months
Info
rmal
consultatio
n with
ACPE
Founding Dean
meets with ACPE
New School Process—Initial Contact to Possible Approval of On-Site
School Actions
ACPE Actions
Compre
hensi
ve o
n-
site
eva
luat
ion in
Fal
l
Pre-C
andid
ate
Statu
s gra
nted a
t
Januar
y m
eetin
g
Teleconference with
ACPE Board
Submit progress
report
Pre-C
andid
ate
Statu
s af
firm
ed a
t
June
Mee
ting
Admit first class in Fall
1 Year
Compre
hensi
ve o
n-site
eval
uatio
n in S
pring
Candid
ate
Statu
s
(2 Y
ears
) gra
nted a
t
June
mee
ting
Teleconference with
ACPE Board
On-site
eva
luat
ion
appro
ved b
y Boar
d at
June
Mee
ting
Meet with ACPE
Board
1 Year
New School Process—Approval of On-site to Candidate Status
Submit progress
report
School Actions
ACPE Actions
Full Acc
redita
tion (2
Years
initi
al te
rm) g
rante
d
by Boar
d at J
une M
eetin
g
Compre
hensi
ve o
n-
site
eva
luat
ion in
Sprin
g
Submit progress
report(s)
Continuat
ion o
f Can
didat
e
Statu
s (2
Yea
rs) g
rante
d at
June
mee
ting
2 Years
Focuse
d on-s
ite
eval
uatio
n in S
pring
Graduation of First Class
Candid
ate
Statu
s
(2 Y
ears
) gra
nted a
t
June
mee
ting
Teleconference
with ACPE Board
2 Years
New School Process—Candidate to Initial Full Status
Teleconference
with ACPE Board
Submit progress
report(s)
Teleconference
with ACPE Board
School Actions
ACPE Actions
Compre
hensi
ve o
n-
site
eva
luat
ion in
Sprin
g
Continuat
ion o
f Initi
al F
ull
Accre
ditatio
n?
June
Mee
ting
2 Years 4 Years
Continuat
ion o
f Full
Accre
ditatio
n?
June
Mee
ting
Full Acc
redita
tion (
2 Yea
rs
initi
al te
rm) g
rante
d by
Board?
June
Mee
ting
Submit
Comprehensive
Self-Study Report
Focuse
d on-s
ite
eval
uatio
n in S
pring
New School Process—Initial Full to Continuation of Full Accreditation
Teleconference
with ACPE Board
Submit progress
report(s)
Submit progress
report(s) School Actions
ACPE Actions
Site Team Composition• Dean• Pharmaceutical sciences • Pharmacy practice• Practitioner not affiliated with the school• Staff member from ACPE• Board or former Board member (based on
availability)Individuals from curriculum and assessment committees and with experiential oversight
are preferred
http://www.acpe-accredit.org/pdf/Threshold_Document.pdf
29 Point Threshold Rubric
Proportion of Aspiring Schools Accredited
• What is the percentage of colleges and schools who have applied for precandidate status since 2000 and have achieved this status?
Dean-Submitted Question
Proportion of Aspiring Schools Accredited
• Programs have investigated establishment of a pharmacy program with ACPE but approximately 10 did not pursue application
• 40 programs were evaluated for preaccreditation– 3 programs were not authorized for a precandidate
visit– 16 programs delayed at either precandidate,
candidate, or full accreditation (or a combination of these) at some point in the process
Quality/Quantity of Clinical Sites
• How will the shortage of quality experiential sites be addressed by ACPE for new and existing schools?
• How will ACPE deal with schools that have “lost sites” to new programs?
• Is ACPE considering some sort of public opportunity for comment on the "impact" of establishing a new school or is this just a rumor?
Dean-Submitted Questions
APPE Preceptor Data(N=39 programs,* F2008–F2010)
Source of Preceptors Program Reported %
Full-time faculty Mean: 24%Range: (3 - 62%)
Contract/volunteer faculty
Mean: 76%Range: (38 - 97%)
*Existing or new schools about to produce graduates
APPE Preceptor Data(N=39 programs,* F2008–F2010)
Required APPETotal
APPEs in Setting
%Precepted by Full Time
Faculty
%Precepted by Adjunct
Faculty
Excess/(Deficit) Rotation Range
by Program
Community 5,094 2% 98%0 – 1,299(0 – 93%)
Hospital/ Health-System
5,007 8% 92%0 – 647
(0 – 84%)
Ambulatory Care
4,982 32% 68%-65 – 307
(-30 – 88%)
Inpatient/Acute Care
6,646 30% 70%0 – 443
(0 – 84%)
*Existing or new schools about to produce graduates
Experiential Education Standards –Evaluation Since S2007
(N=49 programs)
S2007 Standard CompliantCompliant
w/ Monitoring
Partially Compliant
Non-Compliant
Standard 14. Curricular Core—Pharmacy Practice Experiences
14 25 8 2
Standard 28. Practice Facilities
29 17 2 1
Quality/Quantity – Manpower
• Will ACPE extend scope to include applicant schools’ assessment of manpower, need, quality of applicant pool, impact on clinical and other resources?
• Discuss ACPE position on the oversupply of pharmacists in certain parts of the country.
• Please project anticipated changes in supply within the next 5 years with proliferation of schools.
Dean-Submitted Questions
• Please discuss ACPE's interpretation (or use) of the Pharmacist Demand Survey (ADI) by Kathy Knapp – Does ACPE utilize this survey to help
determine if a new schools application is appropriate?
Quality/Quantity – Manpower
Dean-Submitted Questions
Manpower Issues Cannot Be Considered in Accreditation
• Accreditation is designed to advance quality – not restrict the market
• Sherman Antitrust Act of 1890 prohibits restraint of competition
• PharmD is a nationally recruited applicant pool with national employment opportunities
Accreditation and Competition• Accreditation decisions may affect the
marketplace
• Accreditation decisions are based strictly on compliance with the standards – Cannot consider the effect on the marketplace
• Consideration of the effect on the marketplace in making accreditation decisions could subject ACPE to prosecution under antitrust laws and, potentially, jeopardize ACPE’s recognition by the U.S. DOE
Fact Check―
Do the accrediting bodies for other health professions dictate the
quantity of schools or numbers of graduates?
Growth Trends in Education Among Other Health Professions
Health Profession/Accreditor
Accredited Programs 2000
Accredited Programs Plus Applications
(Net % Change) 2011
Medicine (LCME) 125 141 (+13%)
Osteopathy (AOA-COCC) 19 28 (+47%)
Nursing (CCNE) DNP = 0 (new degree) 58
Physical Therapy (APTA) 196 229 (+17%)
Occupational Therapy (OTA) 131 154 (+18%)
Dentistry (ADA CODA) 55 60 (+9%)
Quality in Accelerated PharmD Programs
• Has ACPE discussed a national unified curriculum such that some programs with accelerated programs are not allowed to “degrade pharmacy education?”– "Five-year PharmD" in some new schools– Curriculum structuring accelerates the professional
and pre-professional years: morphing of 5 year BS into 4 year PharmD
Dean-Submitted Question
NAPLEX Passing Rate for First-Time Candidates 2008 – 2010
Three-Year vs. Four-Year Programs
Questions About Finances
• Please discuss how ACPE's financial resources are made transparent to the public.
• Please summarize the revenues derived from schools and elsewhere and summarize major categories of expenses. – Schools are belt-tightening. What about ACPE?
• Are there ways to reduce accreditation expenses?
Dean-Submitted Questions
Questions About Finances• ACPE has "recommended" that some
programs add personnel (increasing school’s expenses without generating additional funding). Is ACPE sensitive to the critical financial standing of some institutions secondary to state budget cuts and unfunded mandates?
• Discuss the issue of a dues increase. Is this on the horizon?
Dean-Submitted Questions
Summary of Discussion• ACPE is committed to assuring quality in
pharmacy education and encouraging innovation
• ACPE wants to continue to engage in a collaborative dialogue
• ACPE is committed to working with the profession to ensure standards and guidelines are reflective of emerging evidence and practice needs
Summary of Discussion• Expansion in the number of pharmacy school
graduates is a result of growth in both existing and new programs
• Marketplace effects cannot be considered in accreditation decisions
• Accreditation decisions are based strictly on compliance with the standards
• ACPE is focused on careful use of resources and ensuring good stewardship of Council funds
“A coach is someone who can give correction without causing
resentment.”
―John Wooden
ACPE’s desire is to be a coach to colleges and schools of pharmacy