Center For The Advancement Of Pharmacy Education Research Articles

Leadership development in health professions

Background and purposeDespite changing clinical care dynamics, health professions education has been slow in addressing gaps in leadership development as teaching and assessment of clinical care-related knowledge, skills, and attitudes remain central across curricula. While accreditation standards across health professions programs acknowledge the importance of leadership development within curricula, it remains an underrepresented aspect of health professions training. Educational activity and settingGiven the varied approach to leadership training, we set out to develop a tailored approach to leadership development that integrated the Center for the Advancement of Pharmacy Education (CAPE) outcomes and was based on self-awareness, skill-building, and application. This pilot included three cohorts of doctor of pharmacy students and measured their knowledge, skills, and self-awareness as they progressed through this year-long program. It also measured leadership competency attainment using a pre- and post-assessment in one cohort. FindingsParticipant satisfaction was assessed using session and program evaluations, while self-perception of growth and leadership competency attainment was assessed using a survey that was administered before and after program participation. Participants found the program to be beneficial in meeting stated objectives and in creating a conducive learning environment. Results of the pre- and post-assessment indicated growth in all dimensions of self-perception of knowledge, skills, and self-awareness, as well as attainment of leadership competency personal leadership commitment and leadership knowledge. SummaryOffering co-curricular leadership development programs based on CAPE outcomes and leadership competencies provided students with the opportunity to develop leadership skills and acquire knowledge needed to be effective healthcare leaders.

Ensuring Doctor of Pharmacy Graduates Have the Essential Competencies for Innovative Practice

As the pharmacy profession continues to evolve from product oriented to patient centered, pharmacy programs have been transitioning from a traditional pharmacy curriculum to a competency-based education pedagogy. Competency-based education has been developed to instill the required clinical competencies in graduates to better meet the contemporary role of pharmacists in accordance with the latest scientific knowledge and evidence-based practices in an ever-evolving health care landscape. While these ideas have helped shape the new Accreditation Council for Pharmacy Education (ACPE) Standards and Center for the Advancement of Pharmacy Education (CAPE) Educational Outcome domains, recent publications have indicated that it is integral for these Standards to include public health emergency preparedness and response. Updated Standards and Educational Outcomes must be integrated longitudinally in pharmacy curricula to ensure that graduates will be practice-ready health care professionals. This commentary highlights the strategic use of workforce development of population health based on two perspectives: emergency preparedness and response and digital health.

Revising the Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes and Entrustable Professional Activities (EPAs): The Report of the 2021-2022 Academic Affairs Standing Committee

EXECUTIVE SUMMARY. The 2021-22 Academic Affairs Committee was charged to 1) Update the Center for the Advancement of Pharmacy Education (CAPE) Outcomes and Entrustable Professional Activity (EPA) statements for new pharmacy graduates; 2) Nominate at least one person for an elected AACP or Council Office; and 3) Consider ways that AACP can improve its financial health. This report primarily focuses on the process undertaken by the committee to revise the CAPE Educational Outcomes and EPAs. Proposed changes to the current outcomes are discussed and the reasoning behind these revisions are described. AACP members will have the opportunity to provide feedback prior to the final document being approved and published later this year.

1307. The Success of ID Carnival in Achieving Doctor of Pharmacy Educational Outcomes

Abstract Background ID Carnival was established as a term project in the infectious disease (ID) elective for pharmacy students in their third professional year. In small groups and with frequent faculty feedback, students designed, developed, and created games based on an ID topic. At the end of the semester, students presented their development process and played each other’s games during ID Carnival. The goal of ID carnival was to engage and motivate students to reinforce the foundational knowledge taught in the course and challenge students to develop personally and professionally. The purpose of this study was to assess the impact of ID Carnival on achieving the Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes and evaluate students’ perception of ID Carnival. Methods From 2019 to 2022, student feedback was anonymously collected via an electronic survey. Students evaluated the impact of ID Carnival based on the 4 domains of the CAPE 2013 Educational Outcomes (Foundational Knowledge, Essentials for Practice and Care, Approach to Practice and Care, and Personal and Professional Development) on a Likert scale from strongly disagree (1) to strongly agree (5). Results 125 students responded. Majority strongly agreed or agreed that ID Carnival allowed them to build foundational knowledge (122/125, 98%), apply drug information skills (120/125, 96%), develop problem solving skills (121/125, 97%), improve effective communication skills (124/125, 99%), become self-aware in their ability to enhance personal and professional growth (120/125, 96%), hone their leadership skills (123/125, 98%), and creatively think of ways to accomplish professional goals (125/125, 100%). Additionally, students expressed that ID Carnival enhanced their desire to learn ID, provided a fun, engaging, and rewarding environment to learn, and felt motivated to participate in ID Carnival. Conclusion ID Carnival was positively received and provided an opportunity for students to expand beyond foundational knowledge and skills, and develop on the affective domain, including self-awareness, innovation, leadership, and professionalism. Opportunities like ID Carnival are important in the education of pharmacy students to prepare them to practice at the highest level of the profession. Disclosures All Authors: No reported disclosures.

Student Pharmacist Perspectives of a Remote Ambulatory Care and Community Pharmacy Dual-Cohort APPE

Objective The primary aim of the study is to describe the development and implementation of a remote required ambulatory care and required community pharmacy dual-cohort Advanced Pharmacy Practice Experience (APPE) rotation from the student pharmacist perspective. The secondary objective is to identify elements of a remote APPE to integrate into traditional onsite rotations. Methods An electronic post-survey was developed to evaluate rotation effectiveness based on the Center for the Advancement of Pharmacy Education (CAPE) outcomes, and to identify rotation attributes to inform future rotations. Students from different graduating classes on rotation between April and June 2020 participated in the survey. Likert-scale, ranked-response, and fixed-answer-choice questions were analyzed using descriptive statistics, and comparisons between cohorts and rotation groups were completed using the Chi-squared statistic (alpha .05). Open-ended questions were assessed for recurring themes. Study was exempted by university’s Institutional Review Board. Results Twenty-four of 45 invited students completed the survey (53% response rate). Of the surveyed CAPE outcomes, agreement was highest (95.7%) that the rotation improved students’ abilities within 1.1 Learner, 2.2 Manager, and 4.4 Professional subdomains. Diversity of experiences and topic discussions were elements most frequently identified for inclusion in future rotations. Conclusion Student feedback was largely positive and indicated the remote APPE rotation experience was meaningful and improved abilities on key CAPE outcomes. Although remote rotations are unique, aspects including diverse learning experiences and preceptor collaboration may be considered for integration into traditional onsite rotations.

Validation of a pre-/post-survey to measure change in student social justice attitudes and empathy

IntroductionDespite endorsement by the Center for the Advancement of Pharmacy Education (CAPE), doctor of pharmacy (PharmD) students are infrequently taught concepts related to social justice and empathy in a formal capacity. In addition, no validated measure exists to examine changes in these attitudes. Therefore, we tested the ability of a survey to predict changes in social justice and professional empathy attitudes in PharmD students. MethodsRetrospective pre-/post-data collected from PharmD students who completed a population health course at two schools of pharmacy were used to assess validity and reliability of the Social Justice and Empathy Assessment (SJEA) survey. A partial-credit Rasch model was used to test for uni-dimensionality, person and item fit, and rating scale functioning, as well as construct and content validity. Multiple linear regression was used to assess the effect of demographic covariates on the extent of pre-/post-change. ResultsOf 396 participating students, 60% were non-Hispanic White and 57% were male. The scale demonstrated evidence of uni-dimensionality of a construct designated “social justice self-efficacy.” The rating scale functioned best as a three-option scale. Four items were removed to optimize person-item distribution, though few items were difficult to endorse. Attending the private school was significantly associated with increased pre-/post-change. ConclusionsThe SJEA is functional as a criterion-referenced assessment to determine whether minimum competency in social justice self-efficacy is experienced before or after participation in a CAPE-informed educational program. Further research should explore contextual predictors of change in social justice self-efficacy.

A Co-Curricular Activity to Introduce Pharmacy Students to the Concepts of Innovation and Entrepreneurship

Objective. To develop, implement, and evaluate a co-curricular activity in which second-year Doctor of Pharmacy (PharmD) students developed an idea for a new clinical pharmacy service. Methods. A brief co-curricular activity based on the television series SharkTank was developed to encourage innovation and entrepreneurship. Second-year pharmacy students worked in assigned teams and were allowed one hour to develop an innovative clinical service to solve a pharmacy-related problem. Students then "pitched" their idea to a panel of four faculty members who served as the "sharks" and graded the teams using a rubric. The rubric which was employed was mapped to the Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes. A pre- and post-activity survey was administered to students to gather information about changes in their perceptions of innovation and entrepreneurship in pharmacy. Results. Student groups received higher scores on their ability to present background information and the need for their clinical service and lower scores in areas such as tracking outcomes and predicting challenges. On the post-activity survey, 96.7% of students agreed that the activity gave them a better understanding of pharmacists' roles in establishing new clinical services, and 86.7% stated they intend to actively seek out new clinical pharmacy service opportunities in their future career. Conclusion. Results of the survey demonstrate that students understand the importance of innovation and entrepreneurship in pharmacy practice, and almost all students felt that the activity gave them an even better understanding of the pharmacist's role in clinical service development. This activity can serve as a blueprint for schools of pharmacy looking to incorporate creative and fun methods of exposing PharmD students to innovation and entrepreneurship activities.

An initial environmental scan of APPE readiness assessment

IntroductionStandards 2016 require schools/colleges of pharmacy (s/cop) to assess students' readiness to enter advanced pharmacy practice experiences (APPEs). However, literature describing how schools are meeting this standard is limited. The purpose of this study was to conduct an environmental scan to describe how s/cop assess student readiness to enter APPEs. MethodsA web-based survey was distributed to assessment leads at United States s/cop, regardless of accreditation status. Respondents answered questions related to their current approach to assessing student APPE readiness, existence of intentional assessment plans, competencies used, assessment methods, benchmarks, and remediation strategies. Aggregate data were analyzed using descriptive statistics. ResultsFifty-two S/COP (36.1%) responded. The majority (90.1%) were fully accredited schools. Most respondents have an intentional APPE readiness plan (73.5%), although the duration since implementation varied. There was no consensus among schools on which competencies informed APPE readiness with 67.3% listing Center for the Advancement of Pharmacy Education (CAPE) 2013 outcomes, 61.2% Guidance for Standards 2016 Appendix A, 53.1% pre-APPE domains (Standards 2007), and 30.6% Entrustable Professional Activities. Twenty-eight S/COP (57.1%) reported having individual student-level data to assess student APPE readiness. The most common methods for validating student APPE readiness were preceptor (48.9%) and student (44.9%) surveys. ConclusionsThis environmental scan begins to identify trends in how S/COP is approaching the assessment of student readiness to begin APPEs. Further research is needed to identify best practices and practical methods to ensure compliance with current accreditation standards.

A Comprehensive Reflective Journal-Writing Framework for Pharmacy Students to Increase Self-Awareness and Develop Actionable Goals

Objective. To develop and evaluate the effectiveness of a structured model for reflective journal writing (RJW) and a grading rubric as part of a student portfolio designed to help Doctor of Pharmacy (PharmD) students create actionable goals. Methods. A structured, eight-domain format was developed to engage students in prioritization, identification, exploration, recollection, evaluation, and challenging/solidifying their own knowledge, while assembling an action plan for development (abbreviated using the acronym PIE-RECAP). After completing RJW using this model, students self-identified domains established by the Center for the Advancement of Pharmacy Education (CAPE) that corresponded to their entries. A grading rubric was designed and normalized to require minimal training for use. RJW and other elements of student portfolios were implemented simultaneously across three cohorts (N=296). Twenty-one faculty and staff graders each evaluated 10 to 15 student journal entries. Results. Of 771 journal entries, 648 (84%) met expectations, while 123 (16%) needed to be rewritten. Students identified experiences that were meaningful to them and shared in their RJW entry the knowledge and/or information that they did not know prior to the experience. Common themes identified in the students' RJWs included: curricular experiences (12.7%), cocurricular experiences (18.4%), and experiential training (68.6%). Conclusion. The PIE-RECAP method can be used to guide students in RJW and identify CAPE domains in their personal and professional experiences in pharmacy school. The associated grading rubric can be used to evaluate students' RJW entries and assess their growth in curricular, cocurricular and affective domains relative to their progression.

Successful Remediation of an Advanced Pharmacy Practice Experience for an At-risk Student

Objective. To describe a successful remediation for an Acute Care Medicine advanced pharmacy practice experience (APPE) in a student with multiple learning deficits. Methods. A literature review of pharmacy and medical experiential remediation was conducted to identify best practices to implement prior to designing the remediation for our student case. Based on this search and experience as preceptors, a three-phase remediation was designed: one week for assessment, two weeks for development of learning skills and strategies and six weeks for an on-campus APPE. Success of the remediation was determined by student performance, as defined by the APPE preceptor, in all relevant 2013 Center for the Advancement of Pharmacy Education (CAPE) educational outcomes. Results. Baseline assessment indicated that the student was below minimal competency in six of 13 relevant 2013 CAPE educational outcomes. Upon completion of the three-part remediation, the student repeated the Acute Care Medicine APPE, achieving better than minimal competency in all 13 outcomes. The student demonstrated significant improvement in nine of 13 CAPE educational outcomes. Conclusion. This student case provides a novel and successful blueprint for remediation of APPE. However, more evidence-based literature is needed to guide educators in experiential remediation.

The Report of the 2017-2018 Professional Affairs Standing Committee: The Development of the Preceptor Self-Assessment Tool for Entrustable Professional Activities for New Graduates

The 2017-2018 AACP Professional Affairs Committee addressed the charges of (1) developing a self-reflection/self-assessment tool for pharmacy faculty and preceptors to allow them to assess their capability and confidence with Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes, the Pharmacists' Patient Care Process (PPCP), and the Entrustable Professional Activities (EPAs) for New Pharmacy Graduates and (2) creation of a plan for AACP to utilize in the development of preceptor continuing education and training programs. This report describes the framework, rationale and process for the development of the Preceptor Self-Assessment Tool for Entrustable Professional Activities for New Pharmacy Graduates (PSAE Tool), the pre-test for the PSAE tool, and the online pilot test and its results for the PSAE Tool. The committee provides recommendations for AACP in the continued development and distribution of the PSAE Tool to the schools of pharmacy. Considerations for AACP and the schools of pharmacy to consider in the continuing professional development (CPD) for all preceptors are also discussed. The committee provides a policy statement, adopted by the AACP House of Delegates, regarding the commitment of AACP regarding the CPD for all preceptors. The committee also provides several recommendations to AACP and suggestions to schools of pharmacy and other stakeholder groups pertaining to the committee charges.

Pharmacy Competencies for Interprofessional Integrative Health Care Education

Objective. To address the gap in evidence-based knowledge among pharmacy students and practicing pharmacists regarding complementary and integrative health approaches due to insufficient education and a lack of standardized training. Methods. The National Center for Integrative Primary Healthcare (NCIPH) developed 22 pharmacy competencies linked to a set of 10 interprofessional "metacompetencies" in integrative health care. Results. The NCIPH pharmacy competencies are well-aligned with the current educational standards and Center for the Advancement of Pharmacy Education (CAPE) outcomes for pharmacy programs. Therefore, the NCIPH competencies may provide a foundation for the incorporation of interprofessional integrative health care education into pharmacy curricula. Conclusion. The NCIPH pharmacy competencies in integrative health care, linked to the interprofessional "metacompetencies," are aligned with educational standards and outcomes, and may serve as a basis for pharmacy curriculum.

“It's like rotations, but in the classroom”: Creation of an innovative course to prepare students for advanced pharmacy practice experiences

Background and purposeThe purpose of this article is to discuss the course development and results of a survey assessing students’ perceived confidence in performing various skills after completion of this course. Educational activity and settingThe course was taught using a model in which all activities performed by students took place in a fictitious health system. The course was created to give students the opportunity to learn in an environment that closely mimicked advanced pharmacy practice experiences (APPEs) while in the didactic setting. Higher order active learning activities and case-based exams were utilized in the course. Students’ perceived level of confidence in performing skills practiced in the course was assessed via survey after completion of each semester of the course and after the first introductory pharmacy practice experience (IPPE). Course coordinators hypothesized that this course design would improve students’ perceived level of confidence in performing skills utilized in the clinical practice setting. FindingsSurvey data from two class cohorts were analyzed. Students’ perceived level of confidence in performing skills necessary in clinical practice increased as a result of the course. DiscussionThis course provided students an opportunity to experience an APPE environment while still in the didactic setting. The course design meets the Center for the Advancement of Pharmacy Education (CAPE) outcomes and aids in making students “APPE-ready” prior to the start of the P4 year. SummaryThis unique and innovative course format allowed students to integrate knowledge learned in previous courses and apply it in a manner like what is expected in the clinical setting.

Interprofessional Curbside Consults to Develop Team Communication and Improve Student Achievement of Learning Outcomes

Objective. To design and implement a series of activities focused on developing interprofessional communication skills and to assess the impact of the activities on students' attitudes and achievement of educational goals. Design. Prior to the first pharmacy practice skills laboratory session, pharmacy students listened to a classroom lecture about team communication and viewed short videos describing the roles, responsibilities, and usual work environments of four types of health care professionals. In each of four subsequent laboratory sessions, students interacted with a different standardized health care professional role-played by a pharmacy faculty member who asked them a medication-related question. Students responded in verbal and written formats. Assessment. Student performance was assessed with a three-part rubric. The impact of the exercise was assessed by conducting pre- and post-intervention surveys and analyzing students' performance on relevant Center for the Advancement of Pharmacy Education (CAPE) outcomes. Survey results showed improvement in student attitudes related to team-delivered care. Students' performance on the problem solver and collaborator CAPE outcomes improved, while performance on the educator outcome worsened. Conclusions. The addition of an interprofessional communication activity with standardized health care professionals provided the opportunity for students to develop skills related to team communication. Students felt the activity was valuable and realistic; however, analysis of outcome achievement from the exercise revealed a need for more exposure to team communication skills.

Report of the 2015-2016 Academic Affairs Standing Committee

COMMITTEE CHARGE The Bylaws of the American Association of Colleges of Pharmacy state that the Academic Affairs Committee shall consider: the intellectual, social, and personal aspects of pharmaceutical education. It is expected to identify practices, procedures, and guidelines that will aid faculties in developing students to their maximum potential. The Center for the Advancement of Pharmacy Education (CAPE) panel generated the CAPE 2013 Educational Outcomes which are now included as Standards 1-4 in the Accreditation Council for Pharmacy Education (ACPE) Standards. (1-2) The 2014-15 Professional Affairs Committee examined the concepts of readiness to practice and a patient-centered pharmacy practice model. In addition, the Association of American Medical Colleges (AAMC) released a set of professional (EPAs) to guide medical education. The 13 EPAs describe activities medical school graduates should be able to perform without direct supervision the first week of residency training. (3) Based on these factors, President Cynthia Boyle charged the 2015-16 AACP Academic Affairs Standing Committee with the following: Identify the EPAs for pharmacy graduates as they transition from completion of Advanced Pharmacy Practice Experiences into practice and post-graduate opportunities such as residency training. BACKGROUND As pharmacists seek to become recognized providers under State and Federal law, it is increasingly important that pharmacy graduates possess both the knowledge and skills required to contribute as valued members of each patient's healthcare team. Knowledge and theory related to the pharmaceutical sciences and pharmacy practice have served as the cornerstone of pharmacy education for many years. While the factual knowledge and theory that are the foundation of pharmacy practice are important and will continue to differentiate pharmacists from other health professionals and the lay public, access to information is now readily available real-time using various online resources. To be valued contributors to the healthcare team, pharmacists must engage in a range of professional activities and tasks that are recognizable to stakeholders, including other health professionals, patients, and the lay public. Colleges and schools of pharmacy, which have traditionally measured student achievement using obj ectives to assess knowledge and progression toward competencies and outcomes, must now also validate that each graduate is able to perform the entrustable professional activities (EPAs) that represent what pharmacists do on a day-to-day basis as a part of the healthcare team. The CAPE 2013 Educational Outcomes and the Pharmacists' Patient Care Process delineate outcomes and processes that have established a clear direction for pharmacy education and the practice of pharmacy. (1,4) Colleges and schools have developed curricula that are based on these competencies. However, operationalizing and measuring competencies is difficult and has led to confusion. (5-7) In Standards 2016, ACPE made clear that all pharmacy graduates should be practice-ready and team ready. (2) However, individuals and professional organizations disagree on what constitutes a practice-and team-ready graduate. The AACP Academic Affairs Standing Committee believes that pharmacy students should be practice-and team-ready at the time of licensure. Unlike medicine, where graduate medical education (i.e., residency training) is required for practice, pharmacists may enter practice after earning the professional degree and passing the North American Pharmacists Licensure Examination (NAPLEX) and Multistate Pharmacy Jurisprudence Examination (MPJE). The national pass rate for both of these exams is high, and neither includes a demonstration of skills that the Committee believes validates a graduate's practice- and team-readiness. …

Innovation and entrepreneurship: CAPE outcomes in action

One of the major changes in the 2016 Accreditation Council for Pharmacy Education (ACPE) Standards for Doctor of Pharmacy programs (“Standards 2016”) is the inclusion of the complete set of 2013 Educational Outcomes published by the Center for the Advancement of Pharmacy Education (CAPE) as Standards 1–4. One of the four main components of Domain 4 of the Educational Outcomes (i.e., Standard 4 of Standards 2016), which centers on “Personal and Professional Development,” is Standard 4.3 —Innovation and Entrepreneurship, linked to the main construct “Innovator.” As discussed within the document itself, innovation is more than finding new and creative ways to use resources effectively and efficiently to best serve patients—it is an overall attitude that involves responding to personal and professional challenges with initiative and entrepreneurial skills. This issue of Currents in Pharmacy Teaching and Learning highlights a very interesting example of a pharmacy program incorporating innovation and entrepreneurship in a longitudinal, progressive, and student-centered manner. Authors from the University of Waterloo School of Pharmacy in Ontario, Canada detail an extensive, thoughtful, and well-planned entrepreneurship curriculum, which engages students, faculty, and community leaders in the process. Their Doctor of Pharmacy program provides students with more than 1650 h of practical experience in three different sections of co-op experiences in addition to clinical rotations, with over 900 employers having participated in the co-op program to-date. There is no question of the importance of business, management, and entrepreneurial skills to the success of both student pharmacists and practicing pharmacy

The Challenge of the Accreditation Council for Pharmacy Education’s Standard Four: Identifying, Teaching, Measuring

The Challenge of the Accreditation Council for Pharmacy Education’s Standard Four: Identifying, Teaching, Measuring

Impact of a Simulation Exercise on Pharmacy Student Attitude toward Poverty

Objective. To evaluate the impact of a simulation on pharmacy student attitudes toward poverty using the Attitude toward Poverty (ATP) Short Form scale. Methods. Second-year pharmacy students participated in the 3-hour Missouri Association for Community Action Poverty Simulation. Students completed a survey of the ATP Short Form scale prior to and following participation in the simulation. Results. Significant improvements in attitude were noted in 15 of 21 ATP Short Form items. Improvements in the stigma and structural domains were significant while improvement in the personal deficiency domain was not significant. Conclusions. This poverty simulation exercise positively altered pharmacy student attitudes toward poverty. When combined with didactic and experiential curriculum, this simulation may enhance student achievement of the 2013 Center for the Advancement of Pharmacy Education (CAPE) outcome subdomain of cultural sensitivity.

Use of radar plots for curricular mapping: Defining cape-2013-compatible conceptual regions in a radar-plotted curriculum map

PurposeTo expand on the concept of using radar plots for curricular mapping and assessment by defining regions within the plot based on the three learning domains of Bloom’s revised taxonomy: cognitive, affective, and psychomotor. MethodsEach of the ten core competencies (Core Comps) of our program were categorized as cognitive, affective, or psychomotor by aligning their associated learning outcomes with Bloom’s taxonomy of learning. The Core Comps were then re-ordered to define regions within a circular radar plot. The radar plot was used to map the curriculum to the Core Comps and Bloom’s learning domains. Similar radar plots were used to map the Center for the Advancement of Pharmacy Education (CAPE) 2013 outcomes to our Core Comps and Bloom’s learning domains. ResultsReordering the Core Comps around a radar plot by grouping them into one of three learning domains (cognitive, affective, or psychomotor) enhanced the mapping process by defining three distinct regions within the circular plot. ConclusionsA strategically ordered radar plot is a visually descriptive framework for curricular mapping—not only for mapping courses or standardized learning outcomes to programmatic competencies, but also to conceptual learning domains.

Are We Following Evidence-Based Education?

I started this academic year by paging through one of my favorite books, Brookfield’s Being a Critically Reflective Teacher.1 This work helps me reflect on my experiences as an editor, faculty developer, and instructor. I reflected on how we ask our students and clinicians to practice evidence-based medicine. Within this model, data-derived evidence is complemented with experience. I then reflected on our educational system. Within the realms of education, our approach seems reversed. We seem to use our teaching experiences or instincts/intuition more than data-derived evidence. With the release of the new Center for the Advancement of Pharmacy Education (CAPE) Outcomes, increases in manuscript submissions to pharmacy education journals, and changes to numerous schools’ curricula, maybe it is time we reflect and be a little critical of ourselves. Are we truly following the tenets of evidence-based practice? The more correct question may be “How do we best educate the next generation of pharmacists?” But is the acquisition and appraisal of evidence there? I hope to challenge assumptions and practices and to suggest that we pause for a moment and think.