report on aacp task force on ippe competencies
DESCRIPTION
Report on AACP Task Force on IPPE Competencies. Paul W. Jungnickel, Ph.D., R.Ph . Pharmacy Practice Section Business Meeting July 19, 2009. Charge to the Task Force. Charged by AACP’s Board of Directors to develop: A nationally defined set of IPPE competencies - PowerPoint PPT PresentationTRANSCRIPT
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REPORT ON AACP TASK FORCE ON IPPE COMPETENCIES
Paul W. Jungnickel, Ph.D., R.Ph.Pharmacy Practice Section
Business MeetingJuly 19, 2009
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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.
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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
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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, Eleni Anagnostiadis
APhA Nominee and Staff Melinda Joyce, Elizabeth Cardello
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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
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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
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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.
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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
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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
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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
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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
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Areas Most Appropriate for Competency Development During
APPEs Practice improvement activities Complex medication use
system/improvement activities DUE guidelines Quality assurance activities
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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.
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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.
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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