Transcript Peter Vlasses - Pan American Health Organization

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
Discuss ACPE’s core purpose and
organizational structure
Define accreditation
Describe the process by which
degree programs in pharmacy are
accredited by ACPE
List 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 preaccreditation 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
2001-2002
 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, 2008
1. 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 1973 - 1975
 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
90
80
70
60
50
40
30
20
10
0
1942
1955
1965
1975
1985
1995
2002
Programs offering the Doctor
of Pharmacy Degree
90
80
70
60
50
40
30
20
10
0
1977
1980
1983
1986
1989
1992
1995
1998
2001
Enrollments in Doctor of Pharmacy Conferred as the First
Professional Degree Programs (PharmD) as a Percentage of
Total First Professional Degree (PharmD, BS) Enrollments
70.0
60.0
50.0
40.0
30.0
20.0
10.0
0.0
1980
1983
1986
1989
1992
Source: AACP Institutional
Research Report Series, Profile of
Pharmacy Students 1997-98
1995
1998
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 medicationrelated 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. 8-11
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. 12-14
Curricular Processes
 Teaching and Learning Processes
 Evaluation of Student Achievement
 Curriculum Evaluation
Standards No. 15-22
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. 15-22
Students (cont’d.)
 Student Representation
 Student Perspectives in Program
Evaluation and Development
 Student/Faculty Relationships
Standards No. 23-30
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 nontraditional 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
 Accreditation of pharmacy technician
education/training programs and continuing
education providers.
 Working with Council on Credentialing in
Pharmacy(CCP);www.pharmacycredentialing.org
 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
 1972-74 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)
 2002 49 states require mandatory CE for
re-licensing and ACPE accreditation is the
main measure of acceptability.
Year
00-01
98-99
99-00
96-97
97-98
94-95
95-96
92-93
93-94
90-91
91-92
88-89
89-90
86-87
87-88
83-84
84-85
81-82
82-83
77-78
80-81
ACPE-Accredited
CE Providers
400
350
300
250
n 200
150
100
50
0
ACPE Accredited
CE Provider Demographics
Group
Percentage
College or school of pharmacy
23%
Educational companies and
manufacturers
Local, State or National Associations
27%
Hospitals, Networks
13%
Other (Publishers, Government
Agencies, etc)
12%
25%
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
 Accreditation of pharmacy technician
education/training programs and continuing
education providers.
 Working with Council on Credentialing in
Pharmacy(CCP);www.pharmacycredentialing.org
 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.”
Questions
Please contact us:
 by phone: 312-664-3575
 by Internet e-mail ([email protected])
 through web site: www.acpe-accredit.org
 by fax: 312-664-7008, 312-664-4652
 by mail:
20 North Clark St, Suite 2500
Chicago, Illinois 60602-5109