Survey 2000 Constructive Criticisms: Overall Messages

1
(No Transcript)
2

• ACPE Update 2006
• Peter H. Vlasses, Pharm.D., BCPS, FCCP
• Executive Director, ACPE
• and
• Dimitra V. Travlos, PharmD, BCPSAssistant
  Executive Director, andDirector, Continuing
  Pharmacy
• Education Provider Accreditation
• ASHP Midyear Meeting
• December 5, 2006

3
Overview

• Professional Degree Program Accreditation
• Changing patterns of the pharmacy academy
• Revised Accreditation Standards/Guidelines
  (Standards 2007)
• New Standards/Guidelines Relevant to Experiential
  Education
• USDE Requests of ACPE
• Questions and discussion

4
Overview (Cont.)

• Continuing Education Provider Accreditation
• ACPEs current CE enterprise
• Revised Definition of CE for the Profession of
  Pharmacy
• Feedback regarding the current Continuing
  Pharmacy Education (CPE) system from its
  stakeholders
• Update of the Continuing Professional Development
  (CPD) pilots
• Questions and discussion

5
First Professional Degrees Conferred 1980 - 2009
(projected)
ACPE
6
Colleges and Schools of Pharmacy with
ACPE-Accredited Degree Programs
7
New Schools and Colleges

• Programs with accreditation status (n 99)
• Full Accreditation Status 87
• (programs that have graduated students)
• Candidate Accreditation Status 5
• (programs with students enrolled but have not
  yet produced graduates)
• Pre-Candidate Accreditation Status 7
• (programs that have not yet enrolled students)

8
New schools and colleges of pharmacy Status
report

• Another 6 12 under development with
  applications pending in next 1-3 years

9
Enrollment Growth at USColleges and Schools of
Pharmacy
10
Pharmacy School and Residency Graduation Trends
Source AACP ASHP Data
11
Standards 2000

• 8 Areas
• Mission, Planning, and Assessment
• Organization and Administration
• Curriculum
• Students
• Faculty
• Library Learning Resources
• Physical Practice Facilities
• Financial Resources

12
What do ACPE Standards 2000 andMicrosoft Word
1.0 have in common?
13
The Revision Process

• Jan 2003 Board decision to revise Standards
  2000
• March 2003 Initiation of revision process with
  first profession-wide Invitation to Comment
• Web-based surveys (24 101), written submissions
  ( 90), open hearings, town halls, formal and
  informal stakeholder interactions, review of
  literature and pharmacy organizations policies
• Jan 2005 First draft of standards only
• May 2005 Broad-based Focus Group
• June 2005 First draft of standards guidelines
• Revision based on stakeholder feedback
• Jan 2006 Adoption of Standards 2007
• July 1, 2007 Effective date

14
ACPE Thanks the Members of the Standards Revision
Focus Group

• Ralph J. Altiere, PhD
• Heidi Milia Anderson, PhD
• Gayle A. Brazeau, PhD
• Susan Cornell, PharmD, CDE, CDM
• George E. Francisco, PharmD
• Dennis McAllister, RPh, FASHP

• Susan M. Meyer, PhD
• Jane Pruemer, PharmD, BCOP
• Magaly Rodriguez de Bittner, PharmD, BCPS, CDE
• Janet L. Teeters, RPh, MS
• Andrew P. Traynor, PharmD

15
Basis of Revision

• Two of the main objectives were to simplify and
  clarify expectation and intent of the standards
  and provide additional guidance and direction
  where needed requested
• Ensure alignment with CAPE, NAPLEX Blueprint,
  IOM, and JCPP Vision 2015 competencies and other
  environmental factors
• New requirements and guidance introduced, mostly
  on response to stakeholder feedback

16
Stakeholder Feedback to ACPE

• Ensure
• Standardization and consistency in accreditation
  activities (for both professional degree programs
  and continuing education providers).
• Processes used in accreditation fairly and
  adequately identify strengths and weaknesses of
  professional degree programs and continuing
  education providers.
• Those being evaluated do not breech the integrity
  of the accreditation review process.

17
Stakeholder Feedback (cont.)

• Adequate faculty, facility, financial and
  experiential site resources are supporting
  expanding class sizes at existing pharmacy
  schools and colleges, and classes at new schools
  and colleges.
• Experiential education allows students to have
  adequate exposure and interaction with
  appropriate patient and inter-professional
  groups.
• Promotion of scholarship and professionalism.
• The governance and operating procedures of ACPE
  remain appropriate for the contemporary
  environment.

18
Standards 2007 New Structure

• Preamble (philosophy, structure, purpose, etc.)
• Standards (musts)
• Guidelines (musts and shoulds additional
  explanation of standards and suggested ways to
  achieve compliance in general with lists )
• Appendices (JCPP Vision 2015 Statement,
  additional guidance on curricular content areas
  and pharmacy practice experiences)

one document
19
JCPP Future Vision of Pharmacy Practice 2015

• Pharmacists will be the health care
  professionals responsible for providing patient
  care that ensures optimal medication therapy
  outcomes.

20
JCPP Vision Statement The Foundations of
Pharmacy Practice

• Pharmacy education will prepare pharmacists to
  provide patient-centered and population-based
  care that optimizes medication therapy to manage
  health care system resources to improve
  therapeutic outcomes and to promote health
  improvement, wellness, and disease prevention.
• Pharmacists will develop and maintain

• a commitment to care for, and care about,
  patients
• an in-depth knowledge of medications and the
  biomedical, (pharmaceutical), sociobehavioral,
  and clinical sciences
• the ability to apply evidence-based therapeutic
  principles and guidelines, evolving sciences and
  emerging technologies, and relevant legal,
  ethical, social, cultural, economic, and
  professional issues to contemporary pharmacy
  practice

21
Standards 2007

• 6 Areas
• Mission, Planning, and Evaluation
• Organization and Administration
• Curriculum
• Students
• Faculty and Staff
• Facilities and Resources

Each area has a Sectional Preamble to provide
context and intent
22
Notable Changes New Requirements

• New language to describe patient care by
  pharmacists (i.e., pharmacist-provided patient
  care and medication therapy management services
  to replace pharmaceutical care)
• Support for accredited-residencies, fellowships
  and graduate education (1)
• Clearer expectations regarding evaluation and
  assessment (3)
• Regional accreditation required (new 4)
• Dean to notify ACPE if considering or planning
  substantive change (8)

23
Curriculum Standards 9 15

• 2004 CAPE Educational Outcomes adopted (12)
• Curricular Core Knowledge, Skills, Attitudes,
  and Values (13) Pharmacy Practice Experiences
  (14)
• Medication safety, cultural competence and health
  literacy
• Required and elective coursework and experiences
• IPPEs ( 5 of curricular length) APPEs (25)
• Required APPEs must be in the US
• Assessment and evaluation of student learning
  outcomes and curricular effectiveness

24
12. Professional Competencies and Outcome
Expectations

• Professional competencies that must be achieved
  by graduates through the professional degree
  program curriculum are the ability to
• Provide patient care in cooperation with
  patients, prescribers, and other members of an
  inter-professional health care team based upon
  sound therapeutic principles and evidence-based
  data, taking into account relevant legal,
  ethical, social, cultural, economic, and
  professional issues, emerging technologies, and
  evolving biomedical, pharmaceutical, social,
  behavioral, and clinical sciences that may impact
  therapeutic outcomes

25
12. Professional Competencies and Outcome
Expectations

• Manage and use resources of the health care
  system, in cooperation with patients,
  prescribers, other health care providers, and
  administrative and supportive personnel, to
  promote health to provide, assess, and
  coordinate safe, accurate, and time-sensitive
  medication distribution and to improve
  therapeutic outcomes of medication use.
• Promote health improvement, wellness, and disease
  prevention in cooperation with patients,
  communities, at-risk populations, and other
  members of an inter-professional team of health
  care providers.

26
The PharmD Degree
Knowledge Skills
Attitudes/Behavior
Behavioral, Social, Admin Clinical Sciences/
Apply build on knowledge
Pharmacy Practice Experiences (patient settings)
ENTER PRACTICE
Pre-Professional
Biomedical Pharmaceutical Sciences/Didactic
IPPEs
Early Experiences/Simulation
APPEs
Independent/self-directed lifelong learner
Dependent/directed learner
27
IOM Core Competencies

• Provide patient-centered care
• Standards 1, 6, 9, 11, 12, 13, 14, 17, 25, 26,
  28 Appendices B, C
• Work in interdisciplinary (interprofessional)
  teams
• Standards 6, 12, 14, 28 Appendices B, C
• Employ evidence-based practice
• Standards 9, 12 Appendices B, C
• Apply quality improvement
• Standards 1, 3, 6, 8, 10, 11, 12, 14, 15, 22, 26,
  29, 30 Appendices B, C
• Utilize informatics
• Standards 12, 13, 14, 17, 28, 29 Appendices B, C

28

• Standards 2007
• Pharmacys, not only ACPEs
• Release is not the end, but the beginning

29

• Standards/Guidelines Relevant to Experiential
  Education

30
Structure of Standards 2007
31
Preceptors
full-time, part-time, or volunteer faculty or
practitioners (usually pharmacists) who serve as
practitioner-educators and oversee students in
pharmacy practice experiences within the
curriculum.
32
Standard No. 14 Curricular CorePharmacy
Practice Experiences
The college or school must provide a continuum
of required and elective pharmacy practice
experiences throughout the curriculum, from
introductory to advanced, of adequate scope,
intensity, and duration to support the
achievement of the professional competencies
presented in Standard 12.
33
The pharmacy practice experiences must
integrate, apply, reinforce, and advance the
knowledge, skills, attitudes, and values
developed through the other components of the
curriculum. The objectives for each pharmacy
practice experience and the responsibilities of
the student, preceptor, and site must be defined.
Student performance, nature and extent of patient
and health care professional interactions, where
applicable, and the attainment of desired
outcomes must be documented and assessed.
34
In aggregate, the pharmacy practice
experiences must include direct interaction with
diverse patient populations in a variety of
practice settings and involve collaboration with
other health care professionals. Most pharmacy
practice experiences must be under the
supervision of qualified pharmacist preceptors
licensed in the United States.
35
Guideline 14.1

• the college or school must ensure that
  preceptors receive orientation, especially for
  first-time preceptors prior to assuming their
  responsibilities, ongoing training, and
  development.
• Preceptors should provide close supervision of
  and significant interaction with students.
• The student-to-preceptor ratio for the pharmacy
  practice experiences should be adequate to
  provide individualized instruction, guidance,
  supervision, and assessment.

36
Guideline 14.3

• Students must not receive remuneration for any
  pharmacy practice experiences (introductory or
  advanced) for which academic credit is assigned.
  Other work experiences in pharmacy settings for
  which no academic credit is awarded (i.e., not a
  component of introductory or advanced pharmacy
  practice experiences) may be required for
  advancement in the curriculum.

37
Guideline 14.4

• The introductory pharmacy practice experiences
  must involve actual practice experiences in
  community and institutional settings and permit
  students, under appropriate supervision and as
  permitted by practice regulations, to assume
  direct patient care responsibilities. Additional
  practice experiences in other types of practice
  settings may also be used.

38
Guideline 14.4 (cont.)

• The introductory pharmacy practice experiences
  should begin early in the curriculum, be
  interfaced with didactic course work that
  provides an introduction to the profession, and
  continue in a progressive manner leading to entry
  into the advanced pharmacy practice experiences.
  The didactic course work itself should not be
  counted toward the curricular requirement of
  introductory pharmacy practice experiences.

39
Guideline 14.5

• The organization of the advanced pharmacy
  practice experiences should provide a balanced
  series of required (the majority) and elective
  experiences that cumulatively provide sustained
  experiences of adequate intensity, duration, and
  breadth (in terms of patients and disease states
  that pharmacists are likely to encounter when
  providing care) to enable achievement of stated
  competencies as demonstrated by assessment of
  outcome expectations.

40
Guideline 14.5

• The required advanced pharmacy practice
  experiences in all program pathways must be
  conducted in the United States Required
  experiences must include primary, acute, chronic,
  and preventive carein the following settings
• community pharmacy
• hospital or health-system pharmacy
• ambulatory care
• inpatient/acute care general medicine
• The college or school may offer elective advanced
  pharmacy practice experiences outside US

41
Guideline 14.6

• A quality assurance procedure for all pharmacy
  practice experiences should be established and
  implemented to
• facilitate achievement of stated competencies,
• provide for feedback, and
• support standardization, consistency, and
  inter-rater reliability in assessment of student
  performance.

42
Standard No. 28 Practice Facilities
To support the introductory and advanced
pharmacy practice experiences (required and
elective) and to advance collaboratively the
patient care services of pharmacy practice
experience sites (where applicable), the college
or school must establish and implement criteria
for the selection of an adequate number and mix
of practice facilities and secure written
agreements with the practice facilities.
43
Additional Guidance on Pharmacy Practice
Experiences

• General Guidance
• Oversight of Pharmacy Practice Experiences
• Experiential director or equivalent
• Staff and technologic support
• Student assessment of preceptors
• Review committee and site visits for quality
  control
• Preceptors desirable characteristics
• Introductory Pharmacy Practice Experiences
• Advanced Pharmacy Practice Experiences

44
IPPE Various Formats

• Shadowing of practitioners or students on
  advanced pharmacy practice experiences
• Assignments designed to help develop the desired
  professional competencies
• Interviews with real patients
• Service learning certain types
• Real practice experiences in community,
  institutional, long-term care pharmacies, etc.

45
IPPE gt 5 Guidance

• IPPE hours should be spread out over a 3 year
  period and should grow experiences and
  competencies designed to allow entry into APPEs
  where the students will "hit the ground running."
  
• The use of the allows 3 and 4 year curriculum,
  quarter and semester hour credits to be
  calculated locally.  Although some variation will
  be acceptable based on the calculations and local
  factors, assigning different credit-to-hour
  calculations for IPPE versus APPE will not. 
  Approximately 300 experiential hours should be
  the IPPE target. 

46
APPE

• Most of the time assigned for students in
  advanced pharmacy practice experiences should
  involve direct patient care.
• Direct patient care experiences should be of
  sufficient length to provide both continuity of
  patient care and an opportunity for the student
  to practice the competencies associated with that
  practice setting.
• The series of required and elective experiences
  should be coordinated to achieve, in composite,
  the experiential whole of the advanced pharmacy
  practice experiences.

47
2006 USDE Review 4 Key Issues

• Document programs compliance with all standards
  and performance with regard to student learning
• Sufficient information is obtained through
  on-site review to determine compliance
• Effective controls against inconsistent
  application of standards, makes standard-based
  decisions, and has a reasonable basis for
  determining accuracy of information used to make
  the decision
• On-site reviewers are trained on standards
• Note ACPE response to USDE needed by June 7,
  2007

48
ACPE Process for USDE Response

• Communication with USDE staff
• Analysis of how other accrediting bodies (e.g.,
  medicine, dentistry) have addressed USDE
  recognition criteria
• Close collaboration with AACP Institutional
  Research Advisory Committee (IRAC)
• Meetings with AACP Board of Directors (Jul Oct)
• September 2006 Anonymous, Web-based Survey of
  Deans and Faculty

49
ACPE Response to USDE Concerns

• Develop and approve the documentation that will
  be required for each standard (with the exception
  of the surveys of students, faculty, preceptors,
  and alumni) in future self-study reports
  Timeline ASAP. 
• Work with the AACP IRAC, Deans identified by the
  AACP Board, and a consultant hired by ACPE to
  develop the surveys of students, faculty,
  preceptors, and alumni, that will be useful in
  assessment and accreditation activities
  Timeline Approval of the surveys and how they
  will be used by the ACPE Board of Directors at
  their January 2007 meeting. 

50
ACPE Response to USDE Concerns (cont.)

• Develop rubrics for assessing standards
  Timeline Approval by the ACPE Board of Directors
  of the rubrics and how they will be used at their
  January 2007 meeting. 
• Develop extensive and multiple mechanisms for
  training college and school self-study
  committees, as well as the identification and
  training of evaluation team members on use of the
  Standards 2007 rubric Timeline during Spring
  2007.
• Further explain the new procedures to the
  academy Timeline early 2007.

51

• Questions
• and
• Discussion

52

• Continuing Education Provider Accreditation
  Program

53
History of Continuing Pharmacy Education (CPE)

• 1965 Florida first state to introduce mandatory
  CE
• 1972-74 AACP/APhA Task Force on Continuing
  Competence in Pharmacy
• 1974 APhA Board recommends ACPE accreditation of
  pharmacy CE
• 1975 ACPE introduced accreditation standards
  for CE providers
• Initially, colleges and schools of pharmacy
  constituted the majority of ACPE-accredited
  providers
• 1999 ACPE added standards for Certificate
  Programs
• All states now require CE for re-licensure
  (Hawaii beginning with the renewal for the
  licensing biennium commencing on January 1, 2008)
  
• ACPE-accredited providers now exceed 400
• Several other post-graduate education, training
  and credentialing opportunities

54
CE ProviderAccreditation Program

• Accreditation Standards
• Criteria for Quality and Interpretive Guidelines
  (general standards) developed 1975 last
  reviewed 1999.
• Standards for ACPE-Accredited Providers Offering
  Certificate Programs in Pharmacy (distinctive
  standards) developed 1999.

55
ACPE AccreditedCE Provider Demographics
56
ACPE CE Enterprise Activities
57
ACPE CE Enterprise Participants Served
58
Changes in Pharmacy Education in the USA

• Change to PharmD as the sole entry-level degree
  was not only a curricular change
• Change of educational philosophy and
  methodologies
• Problem-based learning critical thinking
  problem solving
• Retrieval and evaluation of professional
  information and literature
• Self-directed learning, commitment to lifelong
  learning (continuum of education)
• Greater emphasis on practice-based learning in
  the professional degree program curriculum
• Prepare graduates to be agents of change

59
The Continuum of Education

• While accounting for the different needs of
  adult, post-graduate learners, continuing
  education must incorporate the principles and
  methodologies now utilized successfully in
  professional degree education
• Overall, CE has been slow to make this transition

60
ACPE Strategic Goals

• To improve the standardization and consistency of
  ACPEs accreditation procedures (for both the
  professional degree and continuing education
  provider accreditation programs) through the
  increased use of standards-related process and
  outcome measures.
• To improve ACPEs efficiency and effectiveness in
  support of its mission and strategic plan.
• To continue to work with its stakeholders to
  explore enhancements to the present continuing
  education system on a profession-wide and
  individual pharmacist level.

61
Definition of Continuing Education for the
Profession of Pharmacy

• A structured educational activity designed or
  intended to support the continuing development of
  pharmacists and/or pharmacy technicians to
  maintain and enhance their competence. Continuing
  education promotes problem-solving and critical
  thinking and is applicable to the practice of
  pharmacy

Accreditation Council for Pharmacy Education
(revised October 2006)
62
Definition of CE for the Profession of
PharmacyUniversal Program Number
197 000 05 001 L 01
Topic Designator 01 Drug therapy 02 AIDS
therapy 03 Law 04 General Pharmacy
Sequential Number
Provider ID (001-998)
Cosponsor Designator (000, 999, 001-998)
Format Designator L Live offering HS Home
study C Combined
Development/ Release Year
63
Definition of CE for the Profession of
PharmacyUniversal Program Number
P Pharmacist T Pharmacy technician
197 000 05 001 L 01
Topic Designator 01 Disease State/Drug
therapy 02 AIDS therapy 03 Law (related to
pharmacy practice) 04 General Pharmacy 05
Patient Safety (as defined by NPSF)
Sequential Number
Provider ID (001-998)
Cosponsor Designator (000, 999, 001-998)
Format Designator L Live offering HS Home
study C Combined
Development/ Release Year
64
Criteria for Quality and Interpretive Guidelines

• Seven Areas
• Administration and Organization
• Budget and Resources
• Faculty and Staff
• Educational Program Development
• Methods of Delivery
• Facilities
• Evaluation

65
Revision of CE Accreditation Standards

• Profession feedback
• Improve the quality of CE activities
• Monitor and validate the amount of time assigned
  to home study CE activities
• Upgrade the quality of post-test questions
• Engage participants in their learning
• Provide tools to learners to apply in practice

66
Revision of CE Accreditation Standards

• State Board of Pharmacy feedback
• Require a learning assessment for all CE
  activities
• Concern about fraud
• Complaints about commercialism
• Learners are not participating in live CE
  activities lack of networking, interacting with
  colleagues professionalism

67
Revision of CE Accreditation Standards

• CE Provider feedback
• Learning assessment
• Amount of credit assigned to offerings
• Promotional material
• Commercialism
• Time assigned to CE activities

68
Revision of CE Accreditation Standards

• CE Provider Advisory Committee feedback
• Simplify and clarify
• Move administrative criteria to policies and
  procedures
• Provide more guidance on criteria regarding
  educational principles, i.e. active learning and
  learning assessment

69
Revision of CE Accreditation Standards

• CE Field Reviewer feedback
• Simplify process
• Consider discussion between field reviewers and
  staff to discuss review of provider prior to
  board meeting
• Provide feedback to field reviewers
• New rubric very user friendly!

70
Revision of CE Accreditation Standards

• CE Participant feedback
• Variety of responses CE is perfect ? need for
  major change
• Academia / Hospital Health Care practitioners
  specifically mentioned the need for a CPD model
  of CE
• CE selection factors
• More influence content, convenience, CE credit
• Less influence networking, specific provider,
  specific faculty

71
Revision of CE Accreditation Standards

• CE Participant feedback (cont.)
• Needs assessment
• More CE activities in law, informatics,
  management, quality/safety
• Building block approach to topics basic to
  advanced
• CE Activity
• Faculty are key to relate theory to practice
  provide clinical insight
• More case studies, discussion, interaction,
  breakouts, skills development
• Greater use of technology web casts and video
  conference for activity and follow-up sessions
• Make handouts more substantive and usable on a
  daily basis
• Commercialism/bias is still prevalent

72
Revision of CE Accreditation Standards

• CE Participant feedback (cont.)
• Assessments
• Post-test questions are frequently poor quality
  or do not pertain to the material feedback not
  provided in a timely manner
• Formal methods not consistently used in live
  activities
• More self-assessment/mini-test questions in
  activities
• Consider including methods to assess competence
• Evaluations
• Usage ranged from always to never
• Perception very important to worthless
• Content some are basic while others ask
  relevance to practice
• Uncertainty about quality of feedback when rushed
  to complete at the end comments are not
  addressed

73
Results Standards for Continuing Pharmacy
Education

• New name Standards for Continuing Pharmacy
  Education
• Focus on education
• Administrative criteria moved to policies and
  procedures

74
Results Standards for Continuing Pharmacy
Education

• Introduction
• Continuum of learning (from Standards 2007)
• JCPP Vision of Pharmacy Practice 2015
• CAPE Outcomes 2004
• MMA 2003
• IOM Reports 2000-2006

75
Results Standards for Continuing Pharmacy
Education

• Major changes
• Link between educational needs and performance
  objectives
• Three levels of CPE activities
• Knowledge-based
• Application-based
• Practice-based
• Documentation of learning to obtain credit
• Adoption of ACCME Standards for commercial
  support (approved by ACPE Board October 2006)

76
Continuing Professional Development

• CPD is a self-directed, ongoing, systematic and
  outcomes-focused approach to learning and
  professional development

Pharmacists who adopt a CPD approach accept the
responsibility to fully engage in and document
their learning through reflecting on their
practice, assessing and identifying professional
learning needs and opportunities, developing and
implementing a personal learning plan, and
evaluating their learning outcomes with the goal
of enhancing the knowledge, skills, attitudes and
values required for their pharmacy practice.
Adopted by CPD Pilots May 2006
77
A Continuing Professional Development Cycle
78
Policies and Statements on CPD

• JCPP (2003)
• NABP (2003)
• AACP (2003)
• ACPE (2003)
• ASHP (2004)
• APhA (2005)
• ACPE (2006)

79
ACPE Statement on CPD

• Ongoing strategic priority to work with
  stakeholders to explore enhancements to present
  CE system (at the profession-wide and individual
  levels)
• Studied published findings and conclusions
  experiences of other countries and professions
  recommendations from key reports (e.g. IOM)
• CPD built on sound educational principles can
  further engage pharmacists as adult learners
  enhance effectiveness and outcomes of CE

October 2006 update of 2003 statement
80
ACPE Statement on CPD (contd)

• Practitioners and educators would benefit by
  adopting a CPD approach
• CPD provides an opportunity for quality
  improvement of current CE system
• Inclusion/reinforcement of CPD principles in
  Standards 2007 (students, faculty staff)
• Recognizes challenges of implementation
• Supports ongoing discussions and initiatives
  (including state-based pilots)

81
State-Based CPD Pilots

• Initiative of several state pharmacy associations
• Five states in first pilot (IA, IN, NC, WA, WI)
• Underway roll-out 2006-2007
• 30 pilot participants per state, plus control
  group
• Participation by preceptors being encouraged
• CPD 101 CE offering, followed by CPD
  Certificate Program ( 10 months)
• Pre and Post Surveys re CE/CPD habits

82
ACPE October 2006 Resolution

• Be it resolved that ACPE actively collaborate
  with the NABP, state boards of pharmacy,
  providers of continuing education, and other
  relevant stakeholders to identify how ACPE
  accreditation policies, procedures and standards
  can optimally support current and future
  educational strategies and state requirements for
  renewal of licensure, in order to support the
  maintenance and enhancement of the competencies
  needed by pharmacists to provide patient care
  that ensures optimal medication therapy outcomes.

83

• 12th Conference on Continuing Pharmacy Education
  
• Exploring New Heights
• October 4-7, 2007
• Denver, Colorado

84

• Questions
• and
• Discussion

85
Contact Details

• By phone [phone]
• By e-mail pvlasses_at_acpe-accredit.org
• dtravlos_at_acpe-accredit.org
• Web site www.acpe-accredit.org
• By fax [phone]
• By mail 20 North Clark St, Suite
  2500 Chicago, IL 60602-5109