Meaningful Connections: Exploring the Relationship Between Empathy and Professional Identity Formation.

Objective: To describe the literature on the connections between empathy and professional identity formation (PIF) in pharmacy and other health professions education. A PRISMA-Scoping Review methodology was used for this study. Searches were conducted in PubMed and CINAHL from 2010 to January 12, 2023, with English added as a limiter.

A Mixed-Methods Analysis of the Promotion and Tenure Process for Experiential Education Faculty.

Objective: To understand the process of the promotion and tenure (P&T) as experienced by faculty members in experiential education (EE).

Methods: A quantitative survey of EE faculty at any academic rank investigated the general landscape of experiences in P&T. Phenomenological qualitative interviews with faculty who currently work in EE and who achieved promotion to full professor while working within EE provided additional context.

Development and Initial Evaluation of an Advanced Pharmacy Practice Experience Readiness Assessment Plan.

To describe the composition of an advanced pharmacy practice experience (APPE) readiness assessment plan (APPE-RAP) along with initial findings following retrospective application to a cohort of students. The APPE-RAP uses existing summative assessment data within the ExamSoft platform on six skills and 12 ability-based outcomes from the pre-APPE curriculum. Thresholds were created to sort students into three readiness categories for skills and knowledge, determine overall readiness, and identify need for curricular review.

Viability of Virtual Skills-based Assessments Focused on Communication.

To evaluate faculty and student perceptions of and performance on virtual skills-based assessments focused on communication compared to in-person assessments. In spring 2020, virtual skills-based assessments were conducted. After all assessments were completed, two 12-item questionnaires, one for students and one for the faculty members who conducted the assessment, were designed to assess perceptions of virtual skills-based assessments.

The Report of the 2020-2021 Professional Affairs Standing Committee: Pharmacists' Unique Role and Integration in Healthcare Settings.

The 2020-21 Professional Affairs Committee was charged to (1) Read all six reports from the 2019-20 AACP standing committees to identify elements of these reports that are relevant to the committee's work this year; (2) Identify opportunities and models of integration of pharmacist care services in physician and other health provider practices beyond primary care; (3) Differentiate and make the case for the integration of pharmacist care services from that of other mid-level providers; and (4) From the work on the aforementioned charges, identify salient activities for the Center To Accelerate Pharmacy Practice Transformation and Academic Innovation (CTAP) for consideration by the AACP Strategic Planning Committee and AACP staff. This report provides information on the committee's process to address the committee charges, describes the rationale for and the results from a call to colleges and schools of pharmacy to provide information on their integrating pharmacist care services in physician and other health provider practices beyond primary care practice, and discusses how pharmacist-provided patient care services differ from those provided by other healthcare providers. The committee offers a revision to a current association policy statement, a proposed policy statement as well as recommendations to CTAP and AACP and suggestions to colleges and schools of pharmacy pertaining to the committee charges.

Pharmacists Are Not Mid-Level Providers.

Pharmacists should not be classified as "mid-level" providers. This classification implies that there are different levels or a hierarchy of providers when in fact each health care provider brings unique and essential knowledge and contributions to the health care team and to the care of patients. Pharmacists are no exception.

Faculty perceptions of a town hall model for engagement in continuous quality improvement.

Introduction: To determine faculty perceptions of participating in a town hall model on the American Association of Colleges of Pharmacy Faculty Curriculum Quality Surveys (CQS) focused on continuous quality improvement (CQI) at two institutions.

Methods: To support a culture of assessment focused on CQI, Ferris State University College of Pharmacy (FSUCOP) developed and implemented a town hall model for use with the CQS in fall 2017. It was determined that involving faculty in the CQS analysis process may assist with interpretation and CQI.

The Report of the 2019-2020 Professional Affairs Standing Committee: Pharmacist Integration with Primary Care Practices.

The 2019-2020 Professional Affairs Committee was charged to (1) Describe the leadership role of schools of pharmacy in advancing interprofessional practice, with an emphasis on physician-pharmacist collaborative relationships; (2) Establish an inventory of resources that can support school efforts to grow collaborative partnerships between pharmacists and physicians; (3) Determine gaps that exist in the resources required to support schools in efforts to facilitate expansion of interprofessional partnerships; and (4) Define strategies and draft an action plan for AACP's role in facilitating member school efforts to accelerate the development of interprofessional practices within their geography of influence. This report provides information on the committee's process to address the committee charges as well as background and resources pertaining to the charges, describes the rationale for and the results from the focus groups conducted at the 2020 AACP Interim Meeting, communicates the results of an initial inventory of models that integrate pharmacists with primary care practices, and provides an overview on issues to continue the work to integrate pharmacists with primary care practices. The committee offered several revisions to current association policy statements and provided a proposed policy statement and several recommendations to AACP pertaining to the committee charges.

Assessing the Validity and Reliability of the Pharmacist Interprofessional Competencies Tool.

To determine the validity and reliability of the Pharmacist Interprofessional Competencies Tool (PICT). Faculty members at Ferris State University, College of Pharmacy developed the PICT, which has five interprofessional criterion (collaboration, ownership, respect, engagement, and application) and four competency levels (unacceptable, novice, competent, and proficient) to assess the interprofessional competencies of pharmacy students. Fourteen pharmacy faculty members were trained in how to use the PICT and then used it to assess students' behaviors in four to six video-recorded interprofessional education (IPE) learning activities.

An initial environmental scan of APPE readiness assessment.

Introduction: Standards 2016 require schools/colleges of pharmacy (s/cop) to assess students' readiness to enter advanced pharmacy practice experiences (APPEs). However, literature describing how schools are meeting this standard is limited. The purpose of this study was to conduct an environmental scan to describe how s/cop assess student readiness to enter APPEs.

Assessment of student pharmacist learning within an interprofessional simulation: A comparison of small group vs. large group debriefing.

Background: Simulation debriefing is a critical component of interprofessional education (IPE). The purpose of this IPE report was to determine if there is a difference in a student pharmacist's ability to articulate areas for improvement and continued growth in interprofessional practice between those who participated in a large group debrief compared to a small group debrief after an interprofessional simulation.

Interprofessional Education Activity: One hundred pharmacy students participated in an interprofessional standardized patient simulation.

Intentional Interprofessional Experiential Education.

The experiential component of a doctor of pharmacy curricula is an ideal, yet underutilized vehicle to advance interprofessional education (IPE) initiatives. To date, most experiential-based IPE initiatives occur in a naturally occurring, non-deliberate fashion. The American Association of Colleges of Pharmacy (AACP) Experiential Education Section formed the Task Force on Intentional Interprofessional Education in Experiential Education in academic year 2015-2016 to explore the issue.