Dean L. Arneson, Pharm. D., Ph.D.
Dean
Concordia University Wisconsin
School of Pharmacy
Objectives:
Review the historical aspects of US
Pharmacy Education
 Describe the next renovation in
pharmacy education in the United States
 Describe the Interprofessional Education
Program

American Pharmacy Education:
Historically - Apprenticeship
 4 (2+2) year program B.S. in Pharmacy

 1 year internship after graduation

5 (2+3) year program B.S. in Pharmacy
 Included 640 hours of internship in the
academic program and additional internship
after graduation

Focus on Product
Accreditation Council for
Pharmacy Education (ACPE)
ACPE Accredits pharmacy schools in
the United States
 129 institutions are at some level of
accreditation to offer the Pharm.D.
degree.

ACPE Mission:

To assure and advance excellence in education for the profession of
pharmacy ACPE assures excellence in education for the profession of
pharmacy by:

•Establishing standards and criteria for the accreditation of pharmacy programs and continuing
education providers
•Promoting continuous quality improvement within its accredited groups and itself
• Accrediting pharmacy education providers and programs
• Reporting publicly on its activities
• Encouraging innovation in pharmacy education
• Emphasizing learning outcomes in pharmacy education
•Consulting and assisting in the development and advancement of quality pharmacy education,
including the conduct of accreditation research
•Gathering and analyzing information and ideas from multiple sources and viewpoints and
requesting and responding to feedback from its various constituencies as the basis for wise policy
development and decision-making
•Managing its resources responsibly
ACPE
 Emphasizing
learning outcomes in
pharmacy education – Educational
Assessment
 Promoting
continuous quality
improvement within its accredited
groups and itself- Program
Assessment
ACPE International Services Program:


International Services Program Mission:
Promote, assure, and advance the quality of
pharmacy education internationally to improve
patient care through safe and effective medication
use.
International Services Program Vision:
“Quality-assured pharmacy education and training
prepares graduates throughout
the world for expanded roles to optimize safe and
effective medication use and
improve patient care.”
American Pharmacy Education:
Doctor of Pharmacy program:
 6 years total ( 0+6 or 2+4)
 4 years of professional program
 First 3 years - didactic (Experiential 300
hours)
 Fourth year – experiential (Minimum
1440 hours)

Pre-requisites for Schools of
Pharmacy

Pre-pharmacy programs- 60-75 Credits
 General Chemistry
 Organic Chemistry
 Biology
 Physics
 Social Sciences
 English (composition)
Concordia University Wisconsin
School of Pharmacy

Pharmacy Program
 Biochemistry
 Anatomy/Physiology/Pathology
 Pharmaceutics/Pharmacokinetics/Drug Delivery
 Pharmacology
 Communications/Patient Education
 Social/Behavioral
 Administration/Management
 Therapeutics
 Patient Assessment

Patient Centered Focus
CUW SOP Experiential program:

7 - 6 week units (4 required/ 3 elective)
 Ambulatory care
 Community
 Hospital
 Adult inpatient
○ Infectious Disease
○ Geriatrics
○ Pediatrics
○ Internal medicine
○ Cardiology
○ Oncology
Endocrinology
Respiratory
Psychiatry
Intensive Care
Pain Management
Women’s Health
Elective Experiential program:
Academic
 Pharmaceutical Industry
 Government Agencies
 State/National Pharmacy Associations
 Insurance Companies
 Management

CUW SOP Program

98 credit hours of didactic courses
 (95 to 100)

50 credit hours of experiential course
 (30 to 35% of the curriculum)

148 Total Credit Hours
 (Range 145-155)
Post Graduate Programs:

Residency
 PGY-1
 PGY-2

Graduate Degrees
 Masters
 Ph.D.

Fellowships
Children’s Hospital Wisconsin
Aurora St. Luke's Medical Center
Froedtert Hospital
Wheaton Franciscan St. Joseph’s Hospital
Interprofessional Education:

Definition: When students from two of
more professions learn about, from and
with each other to enable effective
collaboration and improve health
outcomes. (WHO 2010)
Interprofessional Education:

Core Competencies:
 Values/Ethics
 Roles/Responsibilities
 Interprofessional Communication
 Interprofessional Teamwork
Interprofessional Education:

Value/Ethics- Specific Competencies
 Place the interest of patients and population at
the center of interprofessional health care
delivery.
 Respect the dignity and privacy of patients while
maintaining confidentiality in the delivery of
team-based care.
 Manage ethical dilemmas specific to
interprofessional patient/population centered
care situations.
Interprofessional Education:

Roles/Responsibilities-Specific
competencies
 Communicate one’s roles and responsibilities
clearly to patient, families and other
professionals.
 Recognize one’s limitations in skills, knowledge
and abilities.
 Use unique and complementary abilities of all
members of the team to optimize patient care.
 Engage in continuous professinal and
interprofessional development to enhance team
performance.
Interprofessional Education:

Interprofessional CommunicationSpecific Competencies
 Choose effective communication tools and techniques,
including informations systems and technologies to
facilitate discussions and interactions that enhance team
function.
 Organize and communicate with patients, families, and
healthcare team members in a form that is
understandable.
 Listen actively, and encourage ideas and opinions of other
team members.
 Give timely, sensitive, instructive feedback to others about
their performance on the team.
Interprofessional Education:

Interprofessional Teamwork-specific
competencies
 Engage other health professionals-appropriate to the specific
care situation-in shared patient-centered problem-solving.
 Integrate the knowledge and experience of other
professions-appropriate to the specific care situation-to
inform care decisions, while respecting patient and
community values and priorities/preferences for care.
 Engage self and others to constructively manage
disagreements about values, roles goals and actions that
arise among healthcare professionals and with patients and
families.
 Share accountability with other professions, patients, and
communities for outcomes relevant to prevention and health
care.
Interprofessional Education:

Desired principles:
 Patient/family centered
 Relationship focused
 Process orientated
 Linked to learning activities, educational
strategies, and behavioral assessments that
are developmentally appropriate for the
learner.
Interprofessional Education:

Desired Principles (con’t)
 Able to be integrated across the learning
continuum
 Applicable across professions
 State in language common and meaningful
across the professions
 Outcome Driven
IPE Methods:
Journal Clubs
 Case Studies
 Simulations
 Design Courses
 Clinical Settings
 Medical Homes

Summary
Evolved from product centered to patient
centered.
 Accredited by ACPE

 re-evaluate pharmacy education and the
methods for measuring, assuring and
improving quality.

Interprofessional Education
Special Thank You To:

Xin Hua Hospital Shanghai Jiaotong
University
Source: www.health
qualityalliance.org/node/189