Report on AACP Task Force on IPPE Competencies

1. Report on AACP Task Force on IPPE Competencies Paul W. Jungnickel, Ph.D., R.Ph. Pharmacy Practice Section Business Meeting July 19, 2009

2. Charge to the Task Force • Charged by AACP’s Board of Directors to develop: • A nationally defined set of IPPE competencies • Mechanisms to evaluate the outcomes of these competencies • Task force combined education and practice stakeholders.

3. Task Force Members • AACP Council of Deans • Marilyn Speedie • AACP Council of Faculties • Dan Brazeau • AACP Experiential Education Section • Rhonda Jones, Robin Corelli • AACP Pharmacy Practice Section • Paul Jungnickel • ACCP Member and Staff • Krystal Haase, C. Edwin Webb

4. Task Force Members (cont.) • ACPE Member and Staff • Heidi Anderson, Jeff Wadelin • AMCP Nominee and Staff • Ann Marie Rakoczy, April Shaughnessy • NABP Nominee and Staff • Anne Policastri, EleniAnagnostiadis • APhA Nominee and Staff • Melinda Joyce, Elizabeth Cardello

5. Task Force Members (cont.) • ASCP Member • Roberta (Bobbie) Bullock • ASHP Member and Staff • Charles Daniels, Douglas Scheckhoff • NACDS Nominee and Staff • Shawn Eaton, Edith Rosato • NCPA Nominee and Staff • Keith Hodges, Lisa Fowler

6. Task Force Methodology • 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

7. Task Force Results • 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.

8. Task Force Results: Ranking of Competencies • 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

9. Areas of Mastery Prior to APPEs • 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

10. Areas of Either Basic Understanding or Mastery Prior to APPEs • 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

11. Areas Requiring Only Basic Understanding Prior to APPEs • 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

12. Areas Most Appropriate for Competency Development During APPEs • Practice improvement activities • Complex medication use system/improvement activities • DUE guidelines • Quality assurance activities

13. Messages from the Task Force • Simulation may be a very effective way to teach some pre-APPE competencies. • 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.

14. Messages from the Task Force (cont.) • 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.

15. AACP Next Steps • 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