{"title":"Best Practices for Interprofessional Education to Meet the Curriculum Outcomes and Entrustable Professional Activities (COEPA).","authors":"J M Zeeman, D Vyas, K R Ragucci","doi":"10.1016/j.ajpe.2024.101321","DOIUrl":null,"url":null,"abstract":"<p><strong>Objective: </strong>A proliferation of articles describe the importance of interprofessional education (IPE) to promote a collaborative practice workforce. As pharmacy programs implement, develop, and assess impactful IPE activities and experiences in their didactic and experiential curricula, it is important to consider various IPE frameworks and accreditation expectations. The purpose of this article is to elucidate best practices for high-quality IPE with consideration given to the recently released 2022 Curriculum Outcomes and Entrustable Professional Activities (COEPA), 2023 Interprofessional Education Collaborative (IPEC) Competencies, and 2025 Accreditation Council for Pharmacy Education (ACPE) Standards.</p><p><strong>Findings: </strong>Multiple factors were identified as important considerations for building and sustaining effective IPE programs, including: (1) institutional readiness, (2) institutional culture, (3) infrastructure, (4), financial considerations, (5) faculty development, (6) curricular programming, and (7) outcomes assessment. Evidence supports these factors as best practices for quality IPE and articulates how these elements can be used to mitigate challenges and/or barriers experienced in developing, implementing, and advancing IPE.</p><p><strong>Summary: </strong>Equipping learners with the knowledge, skills, and attitudes to work effectively as part of an interprofessional team is key to developing a collaborative practice-ready pharmacy workforce. The 2023 IPEC Competencies, which serve as a consensus framework to advance interprofessional education, informed the development of the interprofessional collaboration elements in the 2022 COEPA and 2025 ACPE Standards. Individual programs should leverage best practices related to institutional considerations, curricular development, and assessment to establish successful IPE programs.</p>","PeriodicalId":55530,"journal":{"name":"American Journal of Pharmaceutical Education","volume":" ","pages":"101321"},"PeriodicalIF":3.8000,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"American Journal of Pharmaceutical Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1016/j.ajpe.2024.101321","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SCIENTIFIC DISCIPLINES","Score":null,"Total":0}
引用次数: 0
Abstract
Objective: A proliferation of articles describe the importance of interprofessional education (IPE) to promote a collaborative practice workforce. As pharmacy programs implement, develop, and assess impactful IPE activities and experiences in their didactic and experiential curricula, it is important to consider various IPE frameworks and accreditation expectations. The purpose of this article is to elucidate best practices for high-quality IPE with consideration given to the recently released 2022 Curriculum Outcomes and Entrustable Professional Activities (COEPA), 2023 Interprofessional Education Collaborative (IPEC) Competencies, and 2025 Accreditation Council for Pharmacy Education (ACPE) Standards.
Findings: Multiple factors were identified as important considerations for building and sustaining effective IPE programs, including: (1) institutional readiness, (2) institutional culture, (3) infrastructure, (4), financial considerations, (5) faculty development, (6) curricular programming, and (7) outcomes assessment. Evidence supports these factors as best practices for quality IPE and articulates how these elements can be used to mitigate challenges and/or barriers experienced in developing, implementing, and advancing IPE.
Summary: Equipping learners with the knowledge, skills, and attitudes to work effectively as part of an interprofessional team is key to developing a collaborative practice-ready pharmacy workforce. The 2023 IPEC Competencies, which serve as a consensus framework to advance interprofessional education, informed the development of the interprofessional collaboration elements in the 2022 COEPA and 2025 ACPE Standards. Individual programs should leverage best practices related to institutional considerations, curricular development, and assessment to establish successful IPE programs.
期刊介绍：
The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors.
After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
