Transcript Report on AACP Task Force on IPPE Competencies

Paul W. Jungnickel, Ph.D., R.Ph.
Pharmacy Practice Section
Business Meeting
July 19, 2009
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Charged by AACP’s Board of Directors to
develop:
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A nationally defined set of IPPE competencies
Mechanisms to evaluate the outcomes of these
competencies
Task force combined education and practice
stakeholders.
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AACP Council of Deans
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AACP Council of Faculties
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Rhonda Jones, Robin Corelli
AACP Pharmacy Practice Section
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Dan Brazeau
AACP Experiential Education Section
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Marilyn Speedie
Paul Jungnickel
ACCP Member and Staff
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Krystal Haase, C. Edwin Webb
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ACPE Member and Staff
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AMCP Nominee and Staff
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Ann Marie Rakoczy, April Shaughnessy
NABP Nominee and Staff
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Heidi Anderson, Jeff Wadelin
Anne Policastri, Eleni Anagnostiadis
APhA Nominee and Staff
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Melinda Joyce, Elizabeth Cardello
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ASCP Member
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ASHP Member and Staff
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Charles Daniels, Douglas Scheckhoff
NACDS Nominee and Staff
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Roberta (Bobbie) Bullock
Shawn Eaton, Edith Rosato
NCPA Nominee and Staff
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Keith Hodges, Lisa Fowler
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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
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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.
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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
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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
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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
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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
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Practice improvement activities
Complex medication use system/improvement
activities
DUE guidelines
Quality assurance activities
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Simulation may be a very effective way to
teach some pre-APPE competencies.
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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.
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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.
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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