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Canadian Pharmacy Residency Board
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Accreditation Standards
Advanced (Year 2) Pharmacy Practice
Residencies
DRAFT
August 2015
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Canadian Society of Hospital Pharmacists © 2015
Société canadienne des pharmaciens d’hôpitaux © 2015
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Canadian Pharmacy Residency Board
Conseil canadien de la résidence en pharmacie
30 impasse Concourse Gate, Unit/unité 3
Ottawa, Ontario
K2E 7V7
Telephone 613-736-9733
Fax 613-736-5660
www.cshp.ca
Acknowledgements:
The CPRB Accreditation Standard for Advanced (Year 2) Pharmacy Practice Residencies 2014 draws heavily from
works published by other pharmacy education and accreditation bodies, including the Association of Faculties of
Pharmacy of Canada (AFPC), the Canadian Council for Accreditation of Pharmacy Programs (CCAPP), the
Accreditation Council for Pharmacy Education (ACPE), and the Royal College of Physicians and Surgeons of
Canada (RCPS(C)).
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Accreditation Standards - Advanced (Year 2) Pharmacy Practice Residencies © 2014
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Table of Contents
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Page
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1.0
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2.0
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Introduction
1.1
Definition
1.2
Purpose of the Standard
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1.3
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Purpose of Advanced (Year 2) Pharmacy Practice Residencies
Standards for Program Administration
2.1
Qualifications
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2.1.1
Organization
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2.1.2
Department
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2.1.3
2.1.4
Residency Program Administration
Preceptors
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2.1.5 Residents
Program Planning and Operation
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2.2.1
2.2.2
Admission Criteria, Policies and Procedures
Educational Approach
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2.2.3
Evaluation
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2.2.4
Program Completion
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2.2
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3.0
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Standards for Advanced (Year 2) Pharmacy Practice Residency Program Competencies
(Educational Outcomes)
3.1
3.2
Provide Direct Patient Care as a Member of Interprofessional Teams
Manage & Improve Medication Use Systems
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3.3
3.4
Exercise Leadership
Provide Medication- and Practice-Related Education
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3.5
Demonstrate Research Skills
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4.0
Bibliography
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1.
INTRODUCTION
1.1
Definition
The Canadian Pharmacy Residency Board (CPRB) defines a year 2 residency in advanced pharmacy practice
(subsequently referred to as “advanced (year 2) pharmacy residency”) as an organized, directed, accredited program
that builds on competencies developed through the successful completion of an accredited graduate clinical
pharmacy degree (Doctor of Pharmacy as a second professional degree or Masters in advanced pharmacotherapy)
or an accredited pharmacy practice residency. The advanced (year 2) pharmacy residency focuses on direct patient
care, teaching and research. The advanced (year 2) pharmacy practice residency increases the pharmacist’s
knowledge, skills, attitudes and competencies to allow for the interprofessional management of complex patient
cases at a level beyond that which is expected of a year 1 resident. Advanced (year 2) pharmacy residencies may
focus on a specific therapeutic area(e.g., cardiology, oncology, infectious diseases, etc.), on a specific patient
population (e.g., pediatrics, geriatrics, etc.) or on a specific type of practice (e.g., primary/ambulatory care, critical
care etc.). Advanced (year 2) pharmacy residencies develop interprofessional and leadership skills that can be
applied to any position in any practice setting.
1.2
Purpose of the Standard
CPRB Accreditation Standards for Advanced (Year 2) Pharmacy Practice Residencies outline the basic criteria to be
used in evaluating such programs in organizations applying for accreditation by the CPRB. The CPRB Accreditation
Standards will be uniformly applied to all advanced (year 2) pharmacy practice residency programs in Canada who
apply for accreditation. The Accreditation Standards are based in part upon the Standards of Practice or Practice
Guidelines developed by the Canadian Society of Hospital Pharmacists (CSHP). The accreditation process uses
these Standards of Practice to evaluate the pharmacy services within the organization. The accreditation process
considers the evaluation of both the residency program and the pharmacy services. Each standard is followed by a
description of the requirements, where applicable, to meet the standard. Throughout the Accreditation Standards,
where the auxiliary verb “shall” is used, an absolute requirement is implied. The use of “should” denotes a
recommended guideline for compliance. Within this Standard:
Term
Refers to (definition):
Advanced Pharmacy Practice

Clinical environment

Coordinator (definition and role)

Department

Extra-clinical environment

Defined Area of Practice

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Pharmacy practice beyond the level of a proficient
practitioner that involves either complex patients or
complex therapy problems in a defined area of practice
The environment in which patients are routinely assessed
and receive care (e.g., patient care unit, clinic, office
practice, etc.)
Individual accountable for the planning, organizing and
executing of tasks to ensure the effective management of
the residency program
Organizational structure for oversight and/or provision of
pharmacy services, as applicable to the organization in
which the residency program operates
A practice environment that supports, but that is removed
from the direct patient care (clinical) service environment
(e.g., drug information centre; pharmacogenetics
laboratory; informatics operating centre; etc.)
Practice setting where care is provided to a specific
patient population (e.g., pediatrics, geriatrics, etc.),
OR there is either a focus on a therapeutic area
(e.g., cardiology, oncology, infectious diseases,
etc.), OR a specific type of practice environment
(e.g., primary/ambulatory care, drug information,
pharmacogenomics, etc.)
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Organization
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Primary partner
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Primary preceptor
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Program Director
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Project Supervisor
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Research
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Corporate entity that owns and operates the residency
program (e.g. Hospital, Community Pharmacy, Family
Health Team, Health authority or region)
Organization that is primarily responsible for a jointly
offered residency program
A qualified individual who is responsible to develop
learning goals and objectives aligned with the program’s
intended outcomes and who ensures that a resident is
supervised in all aspects of the rotation and associated
learning activities
Individual accountable for the strategic planning and
oversight of the residency program
Individual assigned to support the research project that
has the necessary skills and knowledge to complete
research in a pharmacy practice environment
An undertaking intended to extend knowledge through a
disciplined inquiry or systematic investigation
The terms “organization”, “department”, “coordinator”, “preceptor”, “pharmacist” and “resident”, where expressed in
singular, shall also read as plural.
It is the organization’s responsibility to award the certificate of residency and to confer any associated credential. In
accrediting a residency program, the CPRB does not presume to certify the individual resident. Reference may be
made in the residency certificate to its accredited status in accordance with the provisions of the CPRB Accreditation
Standards.
1.3
Purpose of Advanced (Year 2) Pharmacy Practice Residencies
The purpose of an advanced (year 2) pharmacy practice residency within a defined area of practice is to:
 refine, through experiences in a defined area of practice under the guidance of expert practitioners, selected
competencies that were gained during study in an accredited Doctor of Pharmacy second professional degree
program or Masters in advanced pharmacotherapy or a pharmacy practice residency program.
 enhance inter- and intra- professional care to a level that will serve as a model for others.
 develop and demonstrate leadership, change management, and demonstrate research skills that will enable
graduates to improve medication use for individual patients and groups of patients.
educate others.
Educational outcomes of an advanced (year 2) pharmacy practice residency include minimally:
a) Providing evidence-based direct patient care as a member of interprofessional teams
b) Managing and improving the medication-use process;
c) Exercising leadership
d) Providing medication and practice-related education;
e) Demonstrating research skills.
2.0
STANDARDS FOR PROGRAM ADMINISTRATION
2.1
Qualifications
2.1.1 Organization
Standard
Advanced (year 2) pharmacy practice residencies shall be conducted in organizations (such as Hospitals, Primary
Care Clinics, Health Authorites or Regions) whose governing bodies, senior management, professional staff and
employees have collaborated to seek excellence and have demonstrated substantial compliance with professionally
developed and nationally applied criteria. The organizations shall have healthcare professionals that are qualified
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and who are leaders in the residency’s defined area of practice.
Requirement(s)
1. The organization that provides the residency program shall meet accreditation standards, regulatory
requirements, and other nationally applicable standards.
Required Evidence:
a) A health care organization that participates in offering an advanced (year 2) pharmacy practice
residency shall be accredited by Accreditation Canada if the organization is eligible for such
accreditation.
b) A college, school or faculty of pharmacy that participates in offering an advanced (year 2)
pharmacy practice residency shall be accredited by the Canadian Council for Accreditation of
Pharmacy Programs (CCAPP).
c) Other practice settings that participate in offering an advanced (year 2) pharmacy practice
residency shall have demonstrated substantial compliance with applicable professionally
developed and nationally applied standards.
d) The organization’s accreditation status and most recent survey report shall be available for review
by the accreditation survey team.
2. Two or more organizations working in cooperation may jointly provide an advanced (year 2) pharmacy practice
residency.
Required Evidence:
a) The organizations shall have contractual arrangement(s) or signed agreement(s) that define clearly
the responsibilities for all aspects of the residency program and that delineate the name of the
jointly offered program for the purposes of conferring an advanced (year 2) pharmacy residency
certificate or credential. Such contract(s) or agreement(s) shall be available for review by the
accreditation survey team.
b) Each organization governed by the agreement shall meet the Requirements of Standard 2.1.1.
One organization shall be designated the primary partner, and shall be responsible for all aspects
relating to Accreditation, including but not limited to the application for accreditation, payment of
fees, responding to accreditation survey reports, and acting as the point of contact with CPRB or its
designates.
c) In the event that the primary partner delegates day-to-day responsibility for the residency program
to its partner organization (or one of their practice sites), the partner organization (or its practice
site as applicable) shall submit routine reports to the primary partner and a method of on-site
inspection by a representative of the primary partner shall be in place to insure that the terms of the
agreement are being met.
d) All reports and inspections shall be documented and signed by representatives of all parties bound
by the contract (agreement) and shall be available for review by the accreditation survey team.
3. The organization that provides the residency program, or the primary partner defined in the agreement of a
jointly offered residency program, shall maintain authority for the program and responsibility for its quality.
4. The organization shall adhere to CPRB Accreditation Policies and Procedures and Residency Matching Service
procedures.
5. The organization that provides the advanced (year 2) pharmacy practice residency program shall have sufficient
resources to achieve the educational goals and outcomes of the program.
Required Evidence:
a) A patient population base and a variety of professional practice experience opportunities to satisfy
the requirements of the advanced (year 2) pharmacy practice residency program;
b) Expert professional pharmacy or other qualified health profession preceptors in the defined area of
practice of the residency to provide adequate supervision and mentorship of trainees;
c) Program administration staff, preceptors, and administrative support staff to ensure program
stability and delivery, provide adequate supervision of trainees, and to support continuous quality
improvement of the program; and,
d) Non-academic support for residency trainees, to consist minimally of workspace, equipment
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commensurate with that made available to pharmacist employees of the organization, library/drug
information access, and counseling/advising assistance.
e) Support for residents to attend at least one professional conference relevant to the defined area of
practice.
6. The organization shall support the development of relationships between the department that provides the
residency program and other areas of the organization, as well as affiliated academic institutions or their
faculties (departments) for the purposes of advancing collaborative instruction that promotes interprofessional
models of training and to advance research and patient care.
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Required Evidence:
 Administrative endorsement of initiatives such as collaborative research or projects, or committee work.
 Sharing or exchange of instructional staff or space for patient care, research or education purposes.
7. The organization shall provide teaching and learning environments that promote resident safety and freedom
from intimidation, harassment and other forms of abuse.
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2.1.2 Department
Standard
Advanced (year 2) pharmacy practice residencies shall be conducted in departments that have demonstrated a
commitment to education and that provide an exemplary environment conducive to residency training.
Requirement(s)
1. The department shall conduct the residency program in a manner that will ensure that the educational benefits to
the resident take precedence over other services the organization may obtain from the resident.
2. The department shall provide experience in different facets of the defined area of practice as well as areas that
are complementary to that defined area of practice.
a) Scheduling of residents on a duty (service) roster is acceptable provided that it is in keeping with
the objectives of the advanced (year 2) pharmacy practice residency. Duty service roster tasks
shall be evaluated in like manner as other academic requirements of the residency program and
the department shall not assign the resident to perform repetitive tasks solely to meet its service
needs.
3. The department shall be led and managed by a professionally competent, legally qualified practitioner who
provides effective leadership and management for the achievement of short- and long-term goals of the
department and organization relating to pharmacy practice, pharmacy services delivery, and medication use.
Required Evidence:
a) A departmental mission (vision) statement
b) A document that articulates the scope and depth of pharmacy services including available staff to
deliver such services
c) The scope and depth of the department’s involvement in education of staff (e.g., orientation; inservice; continuing professional development) and students (e.g., entry level or post-entry level
professional/technical)
d) The department’s organizational structure
e) Short and long-term goals
f) Quality improvement plan
4. The department should have evidence of a spirit of collegiality, demonstrate mutual understanding and
agreement among the preceptors and administrators on the mission, goals and objectives of the residency
program, and accept the responsibilities necessary to achieve the objectives of the residency program.
Required Evidence:
a) Active participation in the residency advisory committee or equivalent,
b) How the program avoids competition for learning resources between advanced practice (Year 2)
residents and pharmacy practice (Year 1) residents, pharmacy students and, other health
professional trainees.
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5. The department shall be an integral part of the care delivery system at the organization in which the residency
program is conducted.
Required Evidence:
a) A scope of pharmacy services provided to patients that is based upon an assessment of pharmacy
functions needed to provide care to all patients served by the organization
b) Services of a scope and quality commensurate with identified patient needs
c) Pharmacy services that are organized to effectively meet patient needs in the core (required
academic content) areas of the residency’s defined area of practice
d) Involvement in the overall planning of patient care services
e) Pharmacy services that extend to all areas of the organization in which medications for patients are
prescribed, dispensed, administered, and monitored
f) Pharmacists who are responsible for the procurement, preparation, distribution, and control of all
medications used including special access and investigational drugs, except where those
responsibilities are assigned to another party through legal agreements
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6. The department (if applicable) shall provide a safe and effective drug distribution system for all medications used
within the organization in a manner consistent with the patient population(s) being served, organizational needs,
and patient safety considerations.
Required Evidence (as applicable for the areas providing the residency):
a) The drug distribution system meets all applicable Accreditation Canada and Provincial regulatory
standards
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7. The department shall provide direct patient care services in a manner consistent with the organizational and
patient (safety) needs.
Required Evidence:
a) Pharmacists are essential members of the interprofessional teams that deliver care in areas where
the resident practices
b) The pharmacy service in areas where residency training is provided is active 12 months a year.
c) Pharmacists are responsible to identify, prevent and resolve drug therapy problems for individual
patients and/or groups of patients
d) Pharmacists participate prospectively in the design and implementation of pharmaceutical care
plans, including medication-therapy monitoring plans
e) Pharmacists work collaboratively with other team members to review the appropriateness and
safety of medication orders
f) Pharmacists document all significant patient care recommendations and resulting actions,
treatment plans, and/or progress notes in the appropriate section of the patient’s health record or
the organization’s clinical information system, or another system with equivalent purpose where
applicable to the residency’s defined area of practice (e.g., drug information or investigational
drugs service)
g) Pharmacists provide written and oral consultations regarding medication-therapy selection and
management in the residency’s defined area of practice
h) Patient disease and/or medication management by pharmacists is consistent with laws,
regulations, and practice site policy
i) A system to support continuity-of-care is used routinely
j) The quality of services provided is evaluated routinely, minimally in the residency’s defined area of
practice
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8. The department shall provide or make available essential drug information services for the defined area of
practice to allow the safe and optimal use of medications.
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Required Evidence:
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a) Demonstrated ability to respond to drug information inquiries from the department’s healthcare
providers
b) Participation in the development of medication use and safe medication practice policies and
procedures
c) Reporting and monitoring medication incidents and accidents (including adverse drug event
reporting) and making appropriate modifications to the medication use system to limit these
negative outcomes
d) Promoting the optimal use of medications by publishing bulletins, participating actively in continuing
medical education for the organization’s healthcare providers and disseminating recommendations
following medication-use evaluations.
9. The department shall work in collaboration with the organization and its other healthcare providers to advance
the safety and quality of the medication use system.
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2.1.3 Residency Program Administration
Standard
Pharmacists who hold to high professional ideals and have the desire and aptitude to teach and administer the
program shall direct the residency program.
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Requirement(s)
1. The residency program shall be administered and directed by a professionally competent health care
professional (hereafter referred to as the “program director”) who is administratively responsible and fully
accountable for the residency program, including compliance with Accreditation Standards, Policies and
Procedures.
2. The program director may delegate:
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a) Coordination of the program to a qualified residency coordinator
b) Administration responsibilities to a qualified person(s)
c) Preceptor responsibilities to other qualified persons
3. The program director shall have:
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a) Been recognized by peers or professional organizations as a leader in the in the profession
b) Administrative experience of at least two years duration; administrative experience is interpreted to
mean experience as a director, manager, coordinator, supervisor, senior or lead clinician, course
master (coordinator), or faculty section head
c) Demonstrated the ability to supervise, teach and mentor residents through past or present
participation as a preceptor, tutor, course coordinator or professor
d) Active membership in a professional society
e) Made a sustained contribution to advancing practice
4. The residency coordinator(s) shall have:
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a) Been recognized by peers or professional organizations as a leader in the profession and
completed an accredited pharmacy practice residency (CPRB; ASHP Commission on
Credentialing) or other equivalent advanced practice (post-licensure) training in the field of
pharmacy (e.g., Fellowship, Post graduate Pharm.D. degree, Advance Practice (year 2) Pharmacy
Practice Residency, Masters in advanced pharmacotherapy or PhD) OR have received certification
(when certification is available from a recognized organization) in the defined area of practice OR
have equivalent experience; equivalent experience is interpreted as three years experience. Where
the coordinator or director does not have experience in the defined area of practice an assistant
who is an expert in the practice area would be engaged
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b) An active pharmacy practice in the residency’s defined area of practice
c) Active membership in the Canadian Society of Hospital Pharmacists
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d) Contributed to advancing pharmacy practice in the defined area of practice
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Required Evidence (at least four of the following):
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
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Peer reviewed publications
Fundamental, clinical or pharmacy practice research
Presentations at scientific meetings
Preparing and giving continuing professional development programs
Developing innovative pharmacy services or programs
Teaching undergraduate and/or graduate pharmacy students
Appointments to committees, boards, working groups related to health or academic
services
Active participation in professional organizations
Reviewer or editor for a peer-reviewed publication
5. Either the program director or program coordinator shall be a recognized pharmacy leader in the defined area of
practice.
6. The program director shall ensure that residency program administrative responsibilities are assigned and
fulfilled, minimally in the areas of:
a) Development and maintenance of residency program policies and procedures
b) Strategic planning for the residency program and its operations
c) Acquisition of resources to support and advance the residency program
d) Marketing, recruitment, and admission of individuals qualified to undertake residency training
e) Resident support, training, supervision, safety and wellness (e.g., when carrying out educational
activities involving travel, patient encounters, house calls, after-hours consultations in isolated
service areas, etc.)
f) Preceptor support, training and supervision
g) Residency program academic content and educational approach
h) Program evaluation (continuous quality improvement)
i) Learner assessment (attainment of educational outcomes)
i) Program archives (records)
j) Monitoring of resident attendance and degree of preceptor oversight (e.g., during rotations; during
longitudinal service; duty roster; non-rotational experiences such as courses, committee service,
etc.)
7. The program director shall ensure that there is an environment of inquiry and scholarship in the program. A
satisfactory level of research and scholarly activity shall be maintained among the faculty (preceptors, director,
coordinator, instructors/teachers) identified with the program.
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8. An Advanced Practice (Year 2) Residency Program Advisory Committee (Year 2 RAC) shall be in place to assist
the residency program director and coordinator in the planning, organization and supervision of the program.
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a) The committee terms of reference, minutes and associated documents (e.g., position papers,
projects, etc) shall be available for review by the accreditation survey team
b) The committee shall include representation from the residents in the program; if there is more than
one resident in the program, at least one shall be elected by his or her peers
c) The committee should include a representative from each participating site (facility/department)
and each major component of the program
d) The committee shall include representation from among pharmacy primary preceptors and nonpharmacy primary preceptors. Committee members may be appointed or elected but must be
active participants of the committee as evidenced by regular attendance at meetings
e) The committee shall have representation external to the department, interpreted as any qualified
individual who does not have line accountability to the department, or a senior administrator to
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whom the department reports
Where two or more residency programs are operating, the Residency advisory committees shall
regularly communicate with each other
g) The Advanced Practice (Year 2) Residency Program Advisory Committee (Year 2 RAC) shall
communicate regularly with the department or organization, and residents
h) Where two or more residency programs are operating, the Advanced Practice (Year 2) Residency
Program Advisory Committee (Year 2 RAC) may be aligned, integrated, or partnered with another
Residency Advisory Committee (RAC) as long as it can be demonstrated that the needs of the
Year two program are met
i) The committee shall organize appropriate remediation or probation for any resident who is
experiencing difficulties meeting the appropriate level of competence
f)
2.1.4 Preceptors
Standard
The resident shall be precepted by qualified pharmacists or other qualified practitioners who have the experience,
desire and aptitude to teach.
Requirement(s)
1. A preceptor shall have the competencies (knowledge, skills, attitudes) in the defined area of practice to act as a
role model and to assist in the development of the resident’s skills.
a) Primary preceptors in the field of pharmacy shall:
 Maintain an active practice in the defined area of practice, and have completed an
accredited advanced (year 2) pharmacy practice residency (CPRB or ASHP Commission
on Credentialing) OR a post-graduate clinical pharmacy degree (Pharm.D. degree as a
second professional degree or MSc in advanced pharmacotherapy) OR have received
certification (when certification is available from a recognized organization) in the defined
area of practice; or have sufficient practice experience in the defined area of practice to
have contributed to the defined area of practice as outlined below
b) Primary preceptors from non-pharmacy disciplines shall:
 Maintain an active practice in the defined area of practice, and
 Have completed post-graduate training at an advanced practice or specialist level as
defined for that profession OR have received certification (when certification is available
from a recognized organization) in the defined area of practice; or have sufficient practice
experience in the defined area of practice to have contributed to the defined area of
practice as outlined below (2.1.4.1.c)
c) All primary preceptors shall have contributed to the defined area of practice.
Required Evidence (at least two of the following):
 Peer reviewed publications
 Fundamental, clinical or pharmacy practice research
 Presentations at scientific meetings
 Preparing and giving continuing professional development programs
 Developing innovative services or programs
 Teaching undergraduate and/or graduate students
 Appointments to committees, boards, and working groups related to health and academic
services
 Active participation in professional organizations
 Reviewer or editor in pharmaceutical / medical journals
2. A defined process shall be used for orientation of new preceptors.
3. Continuing preceptorship development shall be made available to all instructional staff.
4. A primary preceptor shall be designated for each rotation.
a) Not less than 50% of residency days in the overall program shall be precepted by a primary
preceptor with training in the field of pharmacy
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b) The primary preceptor shall be responsible to ensure that a training plan is established and that all
assessments are completed
c) Co-preceptors or secondary preceptors from pharmacy or from professions other than pharmacy
may be appointed to assist in the delivery of the educational experience, but such preceptors shall
be fully apprised by the primary preceptor of rotation objectives, resident’s progress to date, and
assessment expectations of the program
d) The primary preceptor shall develop specific goals and objectives for the resident in consultation
with the program director or coordinator. The residency director and the Year 2 Residency Program
Committee shall review rotation goals and objectives at least every 2 years
Time shall be allocated for instruction, observation and assessment of the resident in each rotation.
The primary preceptor shall review and confirm learning goals and objectives with the resident at the beginning
of the rotation.
The primary preceptor shall provide timely and regular feedback to, and assessment of, the resident.
The primary preceptor shall be committed to self-assessment and making active use of constructive feedback
provided by the resident, coordinator, program director, and (where applicable) other preceptors and members of
the interprofessional team in the defined area of practice.
A project supervisor will be assigned to the resident.
2.1.5 Residents
Standard
Advanced (year 2) pharmacy practice residents shall be individuals who hold to high professional ideals, who have a
commitment to continued learning and who wish to become an expert and leader in the residency’s defined area of
practice.
Requirement(s)
1. The resident shall have successfully completed an advanced clinical pharmacy degree (Doctor of Pharmacy as a
second professional degree or MSc in advanced pharmacotherapy) OR an accredited pharmacy practice
residency (CPRB; ASHP Commission on Credentialing).
2. The resident shall demonstrate a commitment to the profession by adhering to standards and participating in
health professions regulation:
a) The resident shall be registered as a pharmacist by the appropriate Canadian pharmacy regulatory
authority and if not registered as a pharmacist at the time of application to the program, shall become
registered as a pharmacist at the earliest opportunity upon being admitted into the program
b) The resident shall be a member of CSHP
3. The resident shall contribute actively and constructively to the mission (vision), goals, education, evaluation and
quality improvement initiatives of the residency program and the department.
4. The resident shall be committed to making active use of constructive feedback provided by preceptors, the
coordinator and program director.
5. The resident shall exhibit appropriate professional behaviours and relationships in all aspects of practice,
including technology-enabled communication, reflecting honesty, integrity, commitment, compassion, respect,
altruism, respect for diversity, and maintenance of confidentiality.
6. The resident shall demonstrate a commitment to excellence in all aspects of practice and to active participation
in collaborative care and service delivery. (P1)
7. The resident shall demonstrate a commitment to health professional well-being to foster optimal patient care,
and shall promote a culture that recognizes, supports, and responds effectively to colleagues in need. (P4)
8. The resident shall be responsible and accountable for acquiring all outcome competencies of an accredited
advanced (year 2) pharmacy practice residency.
10. Residents shall engage in the continuous improvement and enhancement of their professional activities through
ongoing learning:
a) Develop, monitor, and revise a personal learning plan to enhance professional practice. (S1.1)
b) Regularly analyze their performance, using various data and other sources to identify opportunities
for learning and improvement. (S1.2)
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c) Engage in collaborative learning to continuously improve personal practice and contribute to
collective improvements in practice. (S1.3)
2.2
Program Planning and Operation
2.2.1 Admissions Criteria, Policies and Procedures
Standard
The program shall use formal criteria, policies and procedures for evaluation, ranking and admission of qualified
applicants to the residency program.
Requirement(s)
1. The resident’s qualifications for acceptance into the residency program shall be evaluated using an established,
formal, criteria-based process.
2. The residency program director and coordinator shall be responsible for selection of applicants who qualify for
admission to the program.
a) Residency applicants may be offered benefits (including awards, bursaries, and/or return of service
contracts or agreements or equivalent); however, an applicant’s acceptance or rejection of such
benefits shall not influence the decision to admit a candidate to the residency program, nor have an
influence on the decision regarding a resident’s graduation from the residency program
b) Residents who are accepted into the program shall receive a letter outlining their acceptance to the
program. All terms and conditions (e.g., pre-requisite or concurrent coursework, internships, structured
practical training, etc.) shall be clearly outlined in the letter of offer/admission
3. A resident’s acceptance of admission to the program shall be documented in writing prior to the beginning of the
residency program.
4. A formal process shall be in place to assess prior learning of each resident prior to the beginning of the
residency program.
5. The start and end date of the resident’s course of study shall be defined prior to the resident’s entry to the
program.
a) A full-time residency shall be defined as a minimum 52 weeks continuous training period (including a
maximum 15 days approved vacation leave (training break)
b) Residency training may occur on a part-time basis, however such a program shall be composed of a
minimum of 52 weeks training (including a maximum 15 days approved leave/vacation) offered over not
more than 24 months, and breaks in residency training shall not exceed 45 working days
c) Non-residency days shall be clearly defined at the beginning of the program, and educational benefits
to the resident shall take priority over services
6. A program that grants credit for prior learning outside of an accredited residency program, or transfer credit
recognizing rotations completed at another accredited advanced (year 2) pharmacy practice residency program
shall:
a) Grant credit in an amount not exceeding 25% of the total residency training period, interpreted to mean
not more than 25% of the total residency days required to achieve the full-time or part-time program as
defined in Standard 2.2.1.5
b) Have a well-defined and documented process in place for granting prior learning credit and/or transfer
credit
c) Maintain documentation that provides evidence to support the decision to grant credit
d) Retain documentation in the resident’s training record regarding the program requirements for which
prior learning credit/transfer credit was granted
e) Award transfer credit only for learning objectives or rotations completed at another accredited advanced
(year 2) pharmacy practice residency program within 24 months prior to entering the Program which is
granting transfer credit
2.2.2 Educational Approach
Standard
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The program shall use a systematic process to design, plan and/or organize an academic program that facilitates a
resident’s achievement of the intended educational outcomes.
Requirement(s)
1. The residency program director shall oversee development of learning goals and objectives for the residency
program.
a) Learning goals and objectives shall address content from a list of topics (e.g., diseases, conditions,
client groups, service issues, etc.) in the defined area of practice in the context of all required
educational outcomes of an advanced (year 2) pharmacy practice residency
b) Learning objectives shall be clearly written, outcome-oriented, observable and measurable
2. Learning experiences (rotations) shall be selected to enable residents to meet all required educational outcomes
of an accredited advanced (year 2) pharmacy practice residency and to cover the scope of the defined area of
practice.
a) Learning goals and objectives will be assigned to each learning experience (rotation)
b) The residency program director and/or preceptor of each learning experience (rotation) shall write
a detailed description (outline) of each experience
3. The program shall use a variety of instructional methods (e.g., observational, case study, seminar, etc),
experiences, and delivery formats for experiences (longitudinal versus block scheduling; simulation; distance
technology, etc.) in the delivery of the residency program.
4. Residency activities shall provide:
a) Exposure to contemporary pharmacy services for the prescribing, use, and management of
medications in the treatment of patients (as applicable).
b) Opportunities to develop interprofessional collaborative practice skills alongside other members of
the team in the defined area of practice
c) Opportunities to develop skills to work effectively with patients, other health professionals,
administrators, educators, students, researchers and change leaders
d) Opportunities to develop critical thinking, ethical and scientific reasoning, problem-solving,
decision-making, time management, practice management, self-directed learning, professionalism,
and change management skills
e) Opportunities to develop and refine research skills and competencies
5. In planning (scheduling) a resident’s program syllabus, an individualized plan shall be developed for each
resident at the commencement of his/her program.
a) Based on the assessment of prior learning, baseline knowledge, skills, attitudes and competencies
and resident interests, a broad written plan for the resident’s program shall be developed, setting
forth customized learning goals, as well as a schedule of activities for achieving those goals. The
plan should build on the resident’s strengths and address the areas for development
b) The resident shall be provided with a detailed schedule of all the learning experiences at the
beginning of the residency year
c) Residency experiences shall be structured to provide a systematic approach to enhance problemsolving and decision-making skills with progression to more complex problems within each rotation
and throughout the residency year
d) Residents shall provide service with a team (e.g., clinic, unit, consult service, etc.) for an extended
duration or on a recurring basis with a frequency that supports development of interprofessional
collaborative practice skills to the highest level
e) Individualization of a resident’s experiences to account for specific interests must not interfere with
achievement of the program’s learning goals and objectives
f) The department shall balance the assignment of resident activities to meet program outcomes with
concerns for patient safety and the resident’s well being
g) Scheduling of experiences need not be limited to the systems and services of the organization that
conducts the residency program; however, the training environment of each learning experience
should meet the requirements described in this Standard. Scheduling of experiences outside of the
defined area of practice shall not exceed 25% of a resident’s total residency days
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h) The level of responsibilities and the degree of supervision assigned during each learning
experience (rotation) shall be consistent with the skill levels of the resident
6. A formal process shall be in place to orient the resident to the residency program, the department and the
organization.
7. At the commencement of the course of study, a resident shall receive a manual that provides a comprehensive
description of the residency program, to consist minimally of:
a) Expectations of residents and preceptors
b) The intended educational outcomes of the program
c) Description (learning goals and objectives) of each residency rotation available to the resident
d) Description (learning goals and objectives; schedule) of the formal academic curriculum (e.g.,
mandatory coursework, mandatory academic half day or full day)
e) Criteria for successful completion of the program
f) Policies concerning professional, family, and sick leave and the effect such leaves shall have on
the resident’s ability to complete the program
g) Policies governing scheduling of residency experiences, including duty (service roster) shifts if
applicable
h) Procedures for resident, preceptor, coordinator, director, and training site (rotation) assessment.
i) Procedures for evaluation of the residency program
j) Processes for remedial action if deficiencies in the progress of the resident are noted
k) Processes that shall be used to address all discrepancies in assessment
l) Policies governing intimidation and harassment
8. There shall be a defined process for initial selection, ongoing review and support of all residency project(s).
a) There shall be a defined process for solicitation, evaluation, and approval of project topics
b) The time allotted for research project(s) shall not exceed ten (10) weeks (interpreted as 50
residency days)
c) The scope of the project(s) shall be such that it does not interfere significantly with other rotations.
d) The residency program director, the residency coordinator, or a pharmacist affiliated with the
department shall be designated the primary preceptor of the project
e) A process shall be in place to provide ongoing review, support, and feedback to the resident
2.2.3 Assessment and Evaluation
Standard
The pharmacy department shall conduct the program in a manner that reflects the principles of continuous quality
improvement.
Requirement(s)
1. An ongoing review process shall be in place to assess:
a) Resident performance
b) Preceptor performance
c) Coordinator and program director performance
d) The rotation and learning environment (e.g., instructional delivery methods, facilities, personnel
and other resources) to ensure that they are used with optimal effectiveness and are
conducive to developing the highest level of practice
e) Ongoing assessment the residency program
2. Feedback/discussion of the assessments and evaluations shall be conducted in an open and collegial
atmosphere allowing for a free discussion of the strengths and weaknesses of the resident, preceptor,
instructors/teachers, and the overall program operation, while still respecting confidentiality.
a) Assessments shall be documented at the end of every rotation. If a rotation is of more than 3
months duration or the rotation is longitudinal, the midpoint feedback shall be conducted face-toface and shall be documented
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b) Feedback sessions shall include face-to-face meetings. Assessments carried out via video
conference or other such technology, that allows verbal and nonverbal interaction, should only be
used if a face to face meeting cannot be logistically possible
c) Regular feedback shall also be provided to residents on an informal basis
3. The resident shall be assessed on the development of competencies associated with the program.
4. Assessment tools that are competency- and criteria - based and that reflect the intended outcomes shall be
available for all learning experiences of the program.
5. Residents shall be informed promptly when serious concerns exist and residents shall be provided with an
opportunity to correct their performance.
6. With respect to the assessment process for residents, the program shall ensure that:
a) There is a process for assessment and documentation of longitudinal development of
competencies.
i. Clinical skills shall be assessed by direct observation and shall be documented.
ii. Attitudes and professionalism shall be assessed by means such as interviews with peers,
supervisors, other health care professionals, and patients and their families.
iii. Communication abilities shall be assessed by direct observation of resident interactions
with patients and families, with colleagues, and by review of written communications to
patients or colleagues, particularly referral or consultation letters where appropriate.
iv. Collaborating abilities shall be assessed, including interpersonal skills in working with all
members of the interprofessional team.
v. Teaching abilities shall be assessed in multiple settings, including written student
assessments and by direct observation of the resident in seminars, lectures, case
presentations, etc.
vi. The resident’s ability to individualize patient care based on patient specifc charecteristics
(such as age, gender, culture, diversity and ethnicity) shall be assessed by direct
observation.
b) Longitudinal assessment of a resident’s progress shall be continuous and ongoing throughout the
program, minimally twice within the residency year, by means of direct interaction between the
resident and program director and coordinator
c) The resident shall perform written self-assessments for each rotation based on the learning
objectives established for each rotation, in order to assist the resident in identifying any objectives
that were not met during the rotation
i. A resident’s self-assessment shall be reviewed with the resident by the preceptor with or
without the program director/coordinator at the time of regularly scheduled evaluations.
d) The resident’s achievements shall be regularly assessed in terms of the program and rotation
learning goals and objectives
i. The assessment shall relate to the resident’s progress in achieving goals and learning
objectives.
ii. Subjective criteria such as personality traits should be considered only in relation to their
effect on achieving goals and objectives.
iii. A written final assessment shall be completed for each rotation. The final assessment
shall be conducted within 1 week of completion of the rotation. The assessment meeting
shall be conducted by the preceptor for each rotation or by the program
director/coordinator with input from the preceptors.
iv. A written record of the final assessment of each rotation or residency requirement (e.g.,
for program requirements completed using a format other than a rotation) shall be
maintained and reviewed with the resident and signed by the preceptor, resident and
residency coordinator and/or director.
Preceptor Performance:
7. With respect to preceptors, an ongoing review process shall be in place that:
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a) Shall obtain feedback from the resident
i. The resident shall complete a written assessment of the preceptor at the end of each
rotation and feedback shall be provided to the preceptor in a timely fashion.
ii. The resident shall evaluate the preceptor on the basis of his/her knowledge, skills and
attitudes as a role model and teacher.
b) Shall provide for the residency director and/or coordinator to review and signoff on all assessments
of the preceptor and the rotation in a timely fashion
c) Is an effective mechanism to provide preceptors and instructors (teachers) in the program with
honest and timely feedback on their performance
Coordinator and program director performance:
8. With respect to the program director and residency coordinator, as well as site coordinators, a process shall be
in place to assess and provide feedback with respect to his or her role(s) in coordinating and supporting the
residency program.
a) Resident feedback shall be incorporated into the coordinator(s) and program director assessment
process
Rotation and learning environment:
9. With respect to the rotation and training environment, an ongoing review process shall obtain feedback from the
resident.
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a) At the end of the rotation (minimally) the resident shall complete a written assessment of the
rotation based on the structure, content and the degree to which the learning objectives were met
b) The written assessment shall be discussed with the preceptor
Program Evaluation:
10. The program shall have a process:
a) That incorporates resident, preceptor, coordinator, director, and rotation (training environment)
assessment as part of the continual review and improvement process of the program
b) To communicate a resident’s continual progress in achieving the program’s intended outcomes
from one preceptor to the next preceptor, and from one rotation to the next rotation (in order to
individualize each rotation based on previous experiences)
c) To address discrepancies of assessment (disagreement about an assessment or feedback
provided by a preceptor)
d) To remediate if deficiencies in the progress of the resident are noted
e) To assess the achievement of the intended educational outcomes of the program
f) To assess early withdrawals from the residency program
11. The program shall maintain appropriate documentation regarding each residency trainee for a period of one full
accreditation cycle (until the next on-site survey), including minimally:
a) Documentation of the evaluation, ranking and admission of qualified applicants to the program, as
defined in Standard 2.1.5
b) Resident’s activities/schedule
c) Resident’s self-assessments
d) Assessments of the resident for all rotations, and other program requirements completed using a
format other than a rotation (e.g., research projects, seminars, written learning objectives for
presentations, papers or manuscripts, etc)
e) Experience records of each resident (e.g., monthly, quarterly or biennial reports)
2.2.4
Program Completion
Standard
The requirements for successful completion of the residency program shall be attested to by the organization.
Requirement(s)
1. Criteria shall be in place to define successful completion of the program.
a) Successful completion of the program shall reflect the final status of the resident and not be an
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average of the entire residency
b) Assessment regarding the resident’s successful attainment of the program requirements shall be
based on the views of preceptors directly involved in the resident’s education and not be an opinion
of a single evaluator
2. The organization shall recognize those who have successfully completed the residency program by providing a
transcript and/or awarding an appropriate certificate of residency.
a) A residency certificate shall not be issued to any individual who has failed to complete the
prescribed program or to meet the intent of this Standard
3. The organization shall maintain, in perpetuity, a record of:
a) All successful candidates of the program, minimally in the form of a copy of the resident’s transcript
letter and/or residency certificate
b) All unsuccessful candidates of the program
c) The academic years for which accreditation was granted
4. Accredited programs should grant the ACPR2 (Accredited Canadian Pharmacy Resident-Advanced Year 2)
designation to residents who successfully complete the residency program.
3.0
RESIDENCY PROGRAM COMPETENCIES
3.1
Provide Patient Care as a Member of Interprofessional Teams
Standard
The resident shall demonstrate expertise in providing evidence-based pharmacy care as a member of
interprofessional teams in the residency’s defined area of practice.
Requirement(s)
1. Residents are able to practice pharmacy at an expert level within their defined clinical scope of practice and
expertise:
a) Place high priority on, and be accountable for, selecting and providing pharmacy service that is
appropriate to the patient group or population
b) Apply knowledge of clinical and pharmaceutical sciences relevant to the defined area of practice and to
pharmacy practice and healthcare practice in general
c) Recognize and respond to complexity, uncertainty and ambiguity inherent in pharmacy practice and
healthcare practice in general
d) Carry out professional duties in the face of multiple, competing demands
e) Demonstrate reliably the ability to proactively communicate issues to affected stakeholders, including
patients or their families, and to make recommendations to resolve those issues
f) Perform appropriately timed consultation, presenting well documented assessments and
recommendations in written and/or oral form using appropriate formats
2. Integrate best available evidence, contextualized to specific situations, and integrate it into real-time decisionmaking:
a) Recognize uncertainty and knowledge gaps in clinical and other professional encounters and generate
focused questions that can address them
b) Demonstrate proficiency in identifying, selecting, and navigating resources
c) Accurately appraise the literature as it relates to the situation(s)
d) Integrate evidence into decision-making
3. Residents shall perform patient-centered clinical assessments and establish care plans for individual patients:
a) Establish a respectful, professional, therapeutic relationship with the patient
b) Confirm or establish goals of care
c) Identify and reliably prioritize drug therapy problems
d) Elicit a history and perform assessments in an organized, thorough and timely manner
e) Gather, appraise, and accurately interpret relevant information from appropriate sources including
patients, families, other providers, and the literature
f) Prepare a care plan that includes consideration of the role of the patient and the roles of other team
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members
g) Proactively resolve drug therapy problems, monitor therapy/outcomes, and revise care plans based on
new information
h) Establish timely follow up and continuity of care plans
i) Document and share (e.g., written, electronic, verbal, etc.) information about the issue, complying with
legal, regulatory and organizational requirements or any additional measures that will optimize clinical
decision-making, patient safety, confidentiality, and privacy
j) Demonstrate effective, safe hand over of care during a patient transition to a different setting or stage of
care, or during a transition of responsibility for care
4. Residents shall advocate for the patient relating to the meeting of their health-related needs and shall be
governed by the patient’s desired outcome of therapy.
a) Work with patients and other team members to address determinants of health and consider disease
prevention, health promotion, or health surveillance when working with individual patients in the clinical
or extra-clinical environment
b) Respond to the needs of the community or population by advocating for system-level change or by
participating in a process to improve health in the community or population that they serve
5. Residents shall work effectively with other professionals:
a) Establish and maintain inter- and intra-professional working relationship for collaborative care
b) Negotiate overlapping and shared responsibilities with inter- and intra-professional health care
providers for episodic or ongoing care of patients
c) Engage in effective and respectful shared decision-making with other care providers
6. Residents shall work with inter- and intra professional colleagues to prevent misunderstandings, manage
differences, and resolve conflict:
a) Demonstrate a respectful attitude toward other colleagues and members of an inter- and
intraprofessional team
b) Work with others to prevent conflicts
c) Manage complex (e.g.difficult to carry out) conversations
d) Employ collaborative negotiation to resolve conflicts
e) Respect differences, misunderstandings, and limitations in others
f) Recognize one’s own differences, misunderstandings, and limitations that may contribute to inter- and
intraprofessional tension
g) Reflect on inter- and intraprofessional team function
3.2
Manage and Improve Medication Use Systems
Standard
The resident shall contribute to the improvement of medication use systems and pharmacy services in healthcare
teams, organizations and systems.
Requirement(s)
1. Engage members of the care team, including patients and their families where appropriate, to work
collaboratively to improve medication use systems and related systems in healthcare.
2. Prepare tools (e.g., protocols, checklists, clinical pathways, pre-printed orders, etc.) that have been shown to
improve consistency and/or quality of care.
3. Make effective use of health informatics to improve quality of patient care and optimize patient safety.
4. Actively participate, as an individual and as a member of a team, in the continuous improvement of health care
quality and patient safety by accurately and appropriately recognizing, disclosing, and responding to adverse
events, errors and near misses.
5. Analyze how human and system factors influence decision-making and provision of services in the focused area
of practice.
a) Recognize when the values, biases, or perspectives of patients, prescribers, other health care
providers, regulators, or payers (e.g., provincial or third party) may affect the quality of care and modify
the approach to the issue appropriately.
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3.3
Exercise Leadership
Standard
The resident shall demonstrate leadership in professional practice.
Requirement(s)
1. Residents shall demonstrate personal responsibility for and contribute to quality improvement of patient care and
safety.
2. Residents shall contribute to strategies that improve the value of pharmacy care or health care delivery.
3. Residents shall facilitate changes to enhance pharmacy services outcomes for groups of patients/clients, or
health outcomes of groups of patients.
4. Residents shall manage their practice and career, setting priorities to balance time in practice and in personal
life, and implement processes to ensure personal practice improvement
5. Residents shall achieve or have accumulated necessary evidence in order to achieve additional prescriptive
authority or other expanded scope privileges that are applicable to pharmacy services that are or could be
delivered in the defined area of practice, to the extent that this is enabled in legislation in the province where the
residency program operates.
6. Residents shall demonstrate respect for, pride in and commitment to the profession through both appearance
and actions.
7. Residents shall contribute to the body of professional knowledge through scholarly writing, or active engagement
in review of manuscripts submitted for publication to a peer-reviewed journal, or review of pharmacy-related
award submissions for professional societies.
3.4
Provide Medication- and Practice-Related Education
Standard
The resident shall effectively respond to medication- and practice-related questions, and educate others.
Requirement(s)
1. The resident shall respond effectively and in a timely manner to medication- and practice-related questions
received from others:
a) conduct a literature search systematically
b) critically appraise literature
c) formulate a response
d) communicate, verbally and in writing, responses to requests
2. Residents shall facilitate the learning of students, other pharmacy residents, other health professionals including
students of those professions, the public, and other stakeholders:
a) Promote a safe learning environment for the patient and learner
b) Ensure that patient safety is maintained when learners are involved
c) Collaboratively identify the learning needs of others and prioritize learning outcomes
d) Create an effective training/teaching plan that enables successful delivery and completion by the
learner in the available timeframe (select instructional format and instructional media;
organize/sequence instructional content; write learning goals and objectives; create an assessment
plan that aligns with the learning goals and objectives)
e) Demonstrate effective selection of an appropriate teaching role (e.g., direct instruction, coaching,
facilitation, role modeling) and demonstrate effective teaching within that role
f) Demonstrate effective feedback and assessment
3.5
Demonstrate Research Skills
Standard
The resident shall demonstrate the research skills necessary to undertake, conduct and successfully complete a
research project in the defined area of practice.
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933
934
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936
937
938
939
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941
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948
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950
Requirement(s)
1. The resident shall pose clinically and scientifically relevant, appropriately constructed questions that are
amenable to scholarly investigation.
2. The resident shall succinctly explain and justify the rationale for conducting the project.
3. The resident shall critique the possible methods of addressing a given question.
a) The resident shall explore the application of qualitative methods as well as quantitative methods to
address the question
4. The resident shall prepare a project protocol that incorporates consideration of ethical principles applicable to
health-related research.
5. The resident shall establish, in collaboration with the project supervisor, the roles and responsibilities of
members of the project team.
6. The resident shall collect data or oversee data collection by other team members, and shall analyze and
interpret the data.
7. The resident shall prepare a written report of the project in a format suitable for publication in a peer-reviewed
journal.
8. The resident shall present and defend outcomes of the project.
a) The audience shall include team members from the defined area of practice
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4.
BIBLIOGRAPHY
1. Accreditation Council for Pharmacy Education. Accreditation Standards and Guidelines for the Professional
Program in Pharmacy Leading to the Doctor of Pharmacy Degree, January 15, 2006. Available: http://www.acpeaccredit.org/standards/default.asp Accessed February 14, 2006.
2. Association of Faculties of Pharmacy of Canada. Educational outcomes for first professional degree programs
(entry to practice pharmacy programs), June 3, 2010. Available: http://afpc.info/node/39 Accessed August 25,
2014.
3. Batalden P, et al. General competencies and accreditation in graduate medical education. Health Affairs 2002;
21: 103-111.
4. Canadian Council for Accreditation of Pharmacy Programs. Educational standards and guidelines for the first
professional degree in pharmacy programs. , July 2014 (Revised). Available: http://www.ccappaccredit.ca/obtaining_accreditation/degree/standards/ Accessed August 25, 2014.
5. Canadian Pharmacy Residency Board. CPRB Accreditation Standards 2010. Available:
http://www.cshp.ca/programs/residencyTraining/Surveyinfo_e.asp
6. Smith KM, Trapskin PJ, Armitstead JA. Adoption of duty-hour standards in a pharmacy residency program. Am J
Health-Syst Pharm 2005; 62: 800-3.
7. Frank JR, Brien S. (Ed). The Safety Competencies: Enhancing Patient Safety across the Health Professions.
First Edition. Ottawa; Canadian Patient Safety Institute; August 2009 (revised). Available:
http://www.patientsafetyinstitute.ca/English/toolsResources/safetyCompetencies/Documents/Safety%20Compet
encies.pdf
8. American Society of Health-System Pharmacists. ASHP accreditation standard for postgraduate year two
(PGY2) pharmacy residency programs. 2005. Available at: http://www.ashp.org/doclibrary/accreditation/ASDPGY2-Standard.aspxAccessed May 15, 2014.
9. American Society of Health-System Pharmacists. Program outcomes, educational goals, and educational
objectives for postgraduate year two (PGY2) residencies in an advanced area of pharmacy practice. 2008.
Available at: http://www.ashp.org/menu/Accreditation/ResidencyAccreditation . Accessed May 15 2014.
10. American Society of Health-System Pharmacists. RLS decision process flow diagram. Available at :
http://www.ashp.org/DocLibrary/Accreditation/Residency-Learning-System/RTPRLSDecisionProcessDiagram.aspx . Accessed May 15 2014.
11. American College of Clinical Pharmacy. ACCP standards of practice for clinical pharmacists. March 2014.
Available at: http://www.accp.com/docs/positions/guidelines/standardsofpractice.pdf . Accessed May 15 2014.
12. Frank JR, Snell L, et al. Draft CanMEDS 2015 Physician Competency Framework – Series I.Ottawa: The Royal
College of Physicians and Surgeons of Canada; 2014 Feb. Available:
http://www.royalcollege.ca/portal/page/portal/rc/common/documents/canmeds/framework/framework_series_1_e
.pdf
13. Royal College of Physicians and Surgeons of Canada. General Standards of Accreditation: the Descriptors
Document. Ibid; June 2013 (editorial revision). Available:
http://www.royalcollege.ca/portal/page/portal/rc/common/documents/accreditation/accreditation_blue_book_b_d
escriptors_e.pdf Accessed August 25, 2014
14. Royal College of Physicians and Surgeons of Canada. General Standards Applicable to the University and
Affiliated Sites. Ibid.; General Standards of Accreditation: “A” Standards. Ibid; June 2013 (editorial revision).
Available:
http://www.royalcollege.ca/portal/page/portal/rc/common/documents/accreditation/accreditation_purple_book_a_
standards_e.pdf Accessed August 25, 2014
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998
999
1000
The framework used in this document is based on the AFPC Educational Outcomes for First Professional
Degree Programs in Pharmacy (Entry-to-practice Pharmacy Programs) in Canada which in turn utilizes the
CanMEDS 2015 Physician Competency Framework.
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