Final Report of the 2016-17 Bylaws and Policy Development Committee

Section 12.1.H. Strategic Engagement_Committee

The Strategic Engagement Committee will be comprised of no fewer than five members who will advise the Board of Directors on the formation of positions on matters of public policy and on strategies to advance those positions to the public and private sectors on behalf of academic pharmacy. (Source: AACP Board of Directors)

Section 5.1 Council of Deans

The Council of Deans shall be composed of individual active, affiliate, and emeritus members who are deans or administrative heads (or their designee) of regular or associate institutional members, who are associate or assistant deans of regular or associate-institutional members who select membership in the Council of Deans, who are professional staff members of the Association or the ACPE, or who have achieved emeritus status in such positions. Among the interests of this Council are the educational policies, the internal administration of colleges and schools, and relationships to other elements of the community of higher education and to society at large. The Council of Deans shall organize by adopting standing rules of procedure and by electing officers and representatives. The Administrative Board of the Council shall consist of the Chair, the Chair-elect, and the Immediate Past Chair of the Council of Deans; the Secretary of Knowledge Management; and the At-large Representative to the Council’s Administrative Board.

Section 5.2 Council of Faculties

The Council of Faculties shall be composed of all individual members’ not eligible for or not holding membership in the Council of Deans. Among the interests of the Council are interdisciplinary matters of curriculum, course contents, education methods, faculty/administration relations, and national issues of general interest to pharmacy faculties. Associate and assistant deans may select membership in either the Council of Deans or Council of Faculties. The Council of Faculties shall organize by adopting standing rules of procedure and by electing officers and representatives. The Administrative Board of the Council of Faculties shall consist of the Chair, the Chair-elect, and the Immediate Past Chair of the Council of Faculties and the Council Secretary of Knowledge Management.

Section 5.3 Council of Sections

The Council of Sections shall be composed of the Chairs, Chairs-elect and Immediate Past Chairs of each Section and shall work to coordinate the activities of the Sections. The officers of the Council shall be a Chair, Chair-elect, Immediate Past Chair and Secretary of Knowledge Management. The Council of Sections shall organize by adopting standing rules of procedure and by electing officers.

Section 5.4 Sections

To establish a Section, interested active members shall submit by September 1 a proposal to the Board of Directors with a statement of mission for the Section. The establishment and dissolution of Sections is approved by the Board of Directors based on the needs of faculty, administrators, and professional staff members that support the mission of academic pharmacy. The Board of Directors will develop criteria for forming and dissolving Sections. Each Section shall be composed of individual active, affiliate, student, and emeritus members. Members may join up to two sections. Officers for each Section shall include a Chair-elect, a Chair, an Immediate Past Chair, a Secretary of Knowledge Management and other officers from the active individual members of that Section.

Section 5.5 Special Interest Groups

To establish a Special Interest Group (SIG), interested active members shall submit by September 1 a proposal to the Board of Directors with a statement of mission for the SIG. Special Interest Groups are approved by the Board of Directors based on members’ common interests related to their staff and/or academic responsibilities in a particular area of pharmacy education and on criteria developed by the Board. The Board of Directors will develop criteria for forming and dissolving SIGs. Special Interest Groups shall be composed of individual active, affiliate, student, and emeritus members. Members may select up to two primary SIGs and an unlimited number of secondary/informational SIGs. Officers for each SIG shall include elect a Chair-elect, a Chair, an Immediate Past Chair, a Secretary of Knowledge Management and other officers from the active individual members of that SIG. Each SIG must have a statement that establishes the purpose of the SIG and clearly differentiates the group from existing Sections and other SIGs.

The Bylaws and Policy Development Committee recommends archiving the following policies:

1. AACP and colleges and schools of pharmacy should assure that students, faculty and alumni have sophisticated and continuous preparation in the design and use of health information technology (HIT) and systems and are prepared to apply HIT in evidence-based decision-making at the point of patient care. (Source: Board of Directors based on Argus Commission, 2008)

Archive as this is now an expectation of ACPE Accreditation Standards

2. AACP supports and encourages the implementation of on-going program assessment processes at member institutions for the purpose of enhancing the quality of educational programs and student services. (Source: Academic Affairs Committee, 2004)

Archive as this is now an expectation of ACPE Accreditation Standards

3. Introductory Pharmacy Practice Experiences should be a continuum of integrated learning experiences of sufficient scope, flexibility and duration to allow students to achieve a set of defined competencies and allow for the development and use of innovative and alternative methods, such as simulation, novel direct patient care experiences and leadership development opportunities. (Source: Board of Directors, 2008)

Archive as this is now an expectation of ACPE Accreditation Standards

4. AACP member colleges and schools encourage their students who are seeking employment opportunities in community pharmacy practice to include the sale of cigarettes and other tobacco products among the factors to be considered in their employment decisions. (Source: Members, 2003)

Archive as this does not appear to be as relevant as in the past

5. AACP member colleges and schools give preference to those pharmacies that do not sell cigarettes and other tobacco products at clerkship/experience sites. (Source: Members, 2003)

Archive as this does not appear to be as relevant as in the past

6. Pharmacy education has the major responsibility to assist the profession to accomplish its mission for society. In keeping with the transition of health care from the acute care to the ambulatory care environment, pharmacy education must continue its efforts to encourage and assist the profession to provide clinical pharmacy services in the ambulatory environment. (Source: Professional Affairs Committee, 1990)

Archive as the evolution anticipated by this policy is well established.

7. AACP supports acceptance by pharmacy licensing boards of college-based experiential programs toward total fulfillment of internship requirements. (Source: Professional Affairs Committee, 1988)

Archive as most states are now in compliance with this policy.

8. Colleges of pharmacy must be encouraged to explore what elements of clinical education need to be provided in the patient care environment within differentiated programs, and should be encouraged to develop cost-effective, efficient methods of instruction (such as computer-assisted, auto-tutorial programs) to adequately prepare students for clinical experiential courses. These educational strategies should be implemented as an adjunct to, and not as a replacement of, needed, direct patient contact. (Source: Academic Affairs Committee, 1984)

Archive as pedagogy and technology has addressed much of the intent of the statement

9. AACP should encourage member institutions, in concert with practitioners, to expand clinical pharmacy in the community so that clerkships in community settings will be more meaningful to students, and even inspirational, so that such practices will be emulated when they enter the profession. (Source: Policy Development Committee, 1982)

Archive as this is now an expectation of ACPE Accreditation Standards

10. Individual colleges and schools of pharmacy should utilize the position statements and general goals contained in the Guidelines for the Development of Chemical Impairment Policies for Colleges of Pharmacy and individual colleges and schools of pharmacy should actively participate in programs as suggested by the Guidelines. (Source: Bylaws and Policy Development Committee, 1988)

Archive as the 2010 report of the Task Force on Substance Abuse and Pharmacy Education updates the earlier guidelines which are accessible via this link.

11. AACP affirms and endorses the principles contained in the Statement on Affirmative Action and Diversity of the American Council on Education (ACE) (see Appendix A). (Source: Board of Directors, 1996)

Archive as the 1995 statement has been replaced by other statements as proposed by the Special Task Force on Capitalizing on the Diversity of our Human Capital.

The Bylaws and Policy Development Committee recommends reinstating the following policy that was archived in a previous review of current policy:

• 1. Each dean should review faculty salaries to determine if unexplained differences exist between salary levels for men and women faculty and take measure to correct differences where appropriate and AACP should continue to monitor faculty salaries to ensure equity. (Source: Bylaws and Policy Development Committee, 1988)

Reinstate as more current analyses suggest salary equity remains an important issue for evaluation.

The Bylaws and Policy Development Committee recommends amending the following policies:

• 1. Curricular modifications should occur such that competencies for leading change in pharmacy and health care are developed in all student pharmacists, using consistent principles of didactic, experiential and co-curricular learning opportunities. (Source: Argus Commission, 2009)

• 2. Colleges/schools of pharmacy should work to advance learners’ human cognition, ethical developments, and behavior. Meaningful strategies include teaching and assessing ethics, cultural competency, self-reflection, intra- and inter- professional teamwork and community engagement with diverse and underserved populations. (Source: Board of Directors based on Argus Commission, 2008)

• 3. AACP supports the inclusion of complementary and alternative therapies within the pharmaceutical curricula to support the development of knowledge necessary to understand the role complementary and alternative therapies play in the delivery of pharmaceutical care. (Source: Professional Affairs Committee, 1998)