RT Journal Article
SR Electronic
T1 Making a Curricular Commitment to Continuing Professional Development in Doctor of Pharmacy Programs
JF American Journal of Pharmaceutical Education
JO Am J Pharm Educ
FD American Association of Colleges of Pharmacy
SP 112
DO 10.5688/ajpe798112
VO 79
IS 8
A1 Janke, Kristin K.
A1 Tofade, Toyin
YR 2015
UL http://www.ajpe.org/content/79/8/112.abstract
AB 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.