Preparing Pharmacists for Collaborative/Integrated Health Settings
Pharmacy practice is changing to accommodate the need for pharmacists to be better team members in newly emerging collaborative care and integrated health systems. Pharmacy schools could lead this change by educating students to be effective participants in these relatively new models of care. Schoo...
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| Format: | Article |
| Language: | English |
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MDPI AG
2019-05-01
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| Series: | Pharmacy |
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| Online Access: | https://www.mdpi.com/2226-4787/7/2/47 |
| _version_ | 1798003737726287872 |
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| author | Frank J. Ascione |
| author_facet | Frank J. Ascione |
| author_sort | Frank J. Ascione |
| collection | DOAJ |
| description | Pharmacy practice is changing to accommodate the need for pharmacists to be better team members in newly emerging collaborative care and integrated health systems. Pharmacy schools could lead this change by educating students to be effective participants in these relatively new models of care. Schools are encouraged to follow the approach outlined in the recent guidance published by the Health Professions Accreditors Collaborative (HPAC) for interprofessional practice and education (“the new IPE”). This approach includes articulating an IPE plan, establishing goals, assessing student achievement of the necessary IPE competencies, developing educational plans that are multi-faceted and longitudinal, and modifying the existing assessment/evaluation process to ensure the quality of the IPE effort. These curricular decisions should be based on existing and new research on the effectiveness of IPE on student’s attitudes, knowledge, skills, and behavior. A key decision is how to create effective interactions between pharmacy students and those of other professions. Educational emphasis should be directed toward team building skills, not just individual competencies. The pharmacy faculty probably need to enhance their teaching abilities to accommodate this change, such as learning new technology (e.g., simulations, managing online exchanges) and demonstrating a willingness to teach students from other professions. |
| first_indexed | 2024-04-11T12:13:36Z |
| format | Article |
| id | doaj.art-1ef04e8669cb405fbef8e6f17355ea8b |
| institution | Directory Open Access Journal |
| issn | 2226-4787 |
| language | English |
| last_indexed | 2024-04-11T12:13:36Z |
| publishDate | 2019-05-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Pharmacy |
| spelling | doaj.art-1ef04e8669cb405fbef8e6f17355ea8b2022-12-22T04:24:29ZengMDPI AGPharmacy2226-47872019-05-01724710.3390/pharmacy7020047pharmacy7020047Preparing Pharmacists for Collaborative/Integrated Health SettingsFrank J. Ascione0UM Center for Interprofessional Education, University of Michigan College of Pharmacy, Ann Arbor, MI 48109, USAPharmacy practice is changing to accommodate the need for pharmacists to be better team members in newly emerging collaborative care and integrated health systems. Pharmacy schools could lead this change by educating students to be effective participants in these relatively new models of care. Schools are encouraged to follow the approach outlined in the recent guidance published by the Health Professions Accreditors Collaborative (HPAC) for interprofessional practice and education (“the new IPE”). This approach includes articulating an IPE plan, establishing goals, assessing student achievement of the necessary IPE competencies, developing educational plans that are multi-faceted and longitudinal, and modifying the existing assessment/evaluation process to ensure the quality of the IPE effort. These curricular decisions should be based on existing and new research on the effectiveness of IPE on student’s attitudes, knowledge, skills, and behavior. A key decision is how to create effective interactions between pharmacy students and those of other professions. Educational emphasis should be directed toward team building skills, not just individual competencies. The pharmacy faculty probably need to enhance their teaching abilities to accommodate this change, such as learning new technology (e.g., simulations, managing online exchanges) and demonstrating a willingness to teach students from other professions.https://www.mdpi.com/2226-4787/7/2/47pharmacistspharmacy educationinterprofessional practice and education |
| spellingShingle | Frank J. Ascione Preparing Pharmacists for Collaborative/Integrated Health Settings Pharmacy pharmacists pharmacy education interprofessional practice and education |
| title | Preparing Pharmacists for Collaborative/Integrated Health Settings |
| title_full | Preparing Pharmacists for Collaborative/Integrated Health Settings |
| title_fullStr | Preparing Pharmacists for Collaborative/Integrated Health Settings |
| title_full_unstemmed | Preparing Pharmacists for Collaborative/Integrated Health Settings |
| title_short | Preparing Pharmacists for Collaborative/Integrated Health Settings |
| title_sort | preparing pharmacists for collaborative integrated health settings |
| topic | pharmacists pharmacy education interprofessional practice and education |
| url | https://www.mdpi.com/2226-4787/7/2/47 |
| work_keys_str_mv | AT frankjascione preparingpharmacistsforcollaborativeintegratedhealthsettings |