Making a curricular commitment to continuing professional development in doctor of pharmacy programs

Kristin K. Janke, Toyin Tofade

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

As outlined in the Accreditation Council for Pharmacy Education (ACPE) Standards 2016, colleges and schools of pharmacy must provide an environment and culture that promotes self-directed lifelong learning. Continuing professional development (CPD) serves as a model that can foster and support self-directed, lifelong learning. The benefits of adopting a CPD model include assistance with attaining Center for the Advancement of Pharmaceutical Education (CAPE) 2013 Outcomes, such as self-awareness. This model can also support the individualization of experiential learning and student action on feedback from curricular-level assessments. The major skills involved in CPD, such as reflection and documentation, are frequently addressed in pharmacy curricula. However, these skills may be developed in isolation or exercised for purposes other than learning. The aim of this statement is to aid schools in creating “CPD ready” practitioners by defining the skill sets involved in CPD and making recommendations for advancing CPD in curricula.

Original languageEnglish (US)
Article number112
JournalAmerican journal of pharmaceutical education
Volume79
Issue number8
DOIs
StatePublished - 2015

Bibliographical note

Publisher Copyright:
© 2015, American Association of Colleges of Pharmacy. All rights reserved.

Keywords

  • Continuing education
  • Continuing professional development

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