2011 ACPE Update - Accreditation Council for Pharmacy Education

Accreditation Council for Pharmacy
Education (ACPE) Update
Peter H. Vlasses, PharmD, DSc (Hon), BCPS, FCCP
Executive Director
Dimitra V. Travlos, PharmD, BCPS
Assistant Executive Director and
Director, CPE Provider Accreditation Program
ASHP Midyear Clinical Meeting ▪ New Orleans, Louisiana
December 5, 2011

ACPE History
• Founded in 1932 for accreditation of
professional degree programs by:
– National Association of Boards of Pharmacy
(NABP) (regulators)
– American Association of Colleges of Pharmacy
(AACP) (educators)
– American Pharmacists Association (APhA)
(practitioners)

ACPE History
• Accreditation of CE Providers added in 1975
• Accreditation of Certificate Programs
(1999 – 2008)
• International Services Program added in 2011
• ACPE is an autonomous, independent, notfor-profit
agency with headquarters in
Chicago, IL
• New address: 135 S. LaSalle St., Suite 4100,
Chicago, IL 60603

ACPE Board of Directors
• Heidi M. Anderson, PhD
(AACP, 2006–2012)
(President)
• Robert Beardsley, RPh, PhD
(AACP, 2008–2014)
(Vice President)
• Michael A. Moné, RPh, JD
(NABP, 2006–2012)
(Secretary/Treasurer)
• Barbara G. Burch, MS, EdD
(ACE, 2010–2016)
• Bruce Canaday, PharmD
(APhA, 2010–2016)
• Stephanie F. Gardner, PharmD, EdD
(AACP, 2010–2016)
• Dennis K. McAllister, RPh
(NABP, 2010–2016)
• Warren A. Narducci, PharmD
(APhA, 2006–2012)
• Anthony Provenzano, PharmD
(APhA, 2011–2014)
• Donna S. Wall, PharmD
(NABP, 2008–2014)

New Appointees –
ACPE Board of Directors
• Michael A. Moné, RPh, JD
(reappointed by NABP, 2012–2018)
• Victoria F. Roche, PhD
(appointed by AACP, 2012–2018)
• Timothy L. Tucker, PharmD
(appointed by APhA, 2012–2018)

ACPE Executive Staff Members
• Peter H. Vlasses, PharmD, BCPS
Executive Director
• Jeffrey W. Wadelin, PhD
Assoc. Exec. Director and
Director, Professional Degree
Program Accreditation
• Dimitra Travlos, PharmD, BCPS
Assistant Exec. Director, and
Director, CPE Provider
Accreditation
• Michael J. Rouse, BPharm
(Hons), MPS
Assistant Exec. Director,
Professional Affairs and Director,
International Services
• J. Gregory Boyer, PhD
Assistant Exec. Director and Assistant
Director, Prof. Degree Program
Accreditation
• Jennifer Baumgartner, PharmD, BCPP
Assistant Director, Continuing
Pharmacy Education Provider
Accreditation
• Sharon L. Hudson
Assistant Exec. Director, and Director,
Operations and Human Resources

Discussion Overview
• 2012 ACPE Stakeholder Conference
• PharmD Program Accreditation Updates
• CPE Updates
• International Services Program
• Issues of Quality, Quantity, and Expansion
• Quality and Capacity in Experiential
Education

ACPE ACTIVITIES UPDATE

S2007 Guidelines 2.0
• Guidelines 2.0 are in effect
– Changes posted on www.acpe-accredit.org
– Site teams began evaluations in Fall 2011 cycle
– Reflects ACPE Board of Directors policy
decisions
– 15 new “must” statements (many have
previously been communicated)
• Rubric v4.0 became effective July 1
– Assessment & Accreditation Management
System (AAMS) is updated with Rubric v4.0

S2007 Guidelines 2.0 Highlights
• Added emphasis on:
– Interprofessional education, service and research
– Teaching methods to enhance learning
– Fostering of post-graduate educational opportunities (i.e.,
residencies, fellowships)
– Simulation as a component of IPPEs
– Mission driven program performance assessment
– Student learning outcomes
– Faculty scholarship and research
• Integration of:
– ASHP-ACPE Task Force on Entry-level Competencies
– Pre-APPE Core Performance Domains/Abilities

Extension of Time Between Self-Studies
• Beginning in January 2012, the time between selfstudies
for comprehensive reviews of established
programs shifts to eight-year intervals
• ACPE will continue processes for interim
monitoring of programs using data provided
through AAMS and NABP and substantive
change reporting by programs
• ACPE’s review process for new colleges and
schools will remain unchanged

ACPE Stakeholder Conference
September 12–14, 2012
Atlanta, GA
• Advancing Quality in Pharmacy Education:
Charting Accreditation’s Future
• Invitational consensus-seeking conference
• In collaboration with a broad array of
leaders in pharmacy, health care, and
education

ACPE Stakeholder Conference
Objectives
• Examine competencies that are currently
required of pharmacists and competencies
that will be required in the future
• Expand evidence-based practices in
assessing the quality of educational
programs
• Inform standards, guidelines, and process
quality improvement initiatives

ACPE Stakeholder Conference
Invitees (n= +/-100)
• ACPE Sponsors: APhA, AACP, NABP
• JCPP and CCP member organizations
• Deans and faculty with various expertise
• Practitioners and regulators
• ACPE Public Interest Panel members
• Members of other health professions
• Non-pharmacy academic experts

ACPE CPE UPDATE

Issues and Updates in CPE
• CPE Commission
• CPE Monitor
• Joint Accreditation
• Evolution to CPD

CPE Commission 2011
• Mary-Anne Benedict, MSN, RN (VA New England Health Care System)
• Stephen Caiola, MS (University of North Carolina at Chapel Hill School of
Pharmacy)
• Janet Cline, RPh (Creative Educational Concepts, Inc.)
• Jeannine Dickerhofe, RPh (Kaiser Foundation Health Plan of Colorado
Department of Pharmacy)
• Kristin Janke, PhD (University of Minnesota College of Pharmacy)
• John Kirtley, PharmD (Arkansas State Board of Pharmacy)
• Scott Meyers, RPh, MS, FASHP (Illinois Council of Health-System
Pharmacists) (Chair)
• Jennifer Moulton, RPh (Collaborative Education Institute) (Vice Chair)
• Timothy Welty, PharmD, FCCP, BCPS (University of Kansas School of
Pharmacy)
• Carol Abel (Food Marketing Institute)
• Warren Narducci, PharmD (ACPE Board Liaison)

What is CPE Monitor?
A national, e-system currently under collaborative
development by NABP and ACPE to store and
authenticate data for completed CPE units for both
pharmacists and pharmacy technicians
• Provides a central repository for CPE information
• Enables efficient verification of completion of CPE
by State Boards of Pharmacy
• Designed to streamline the collection and reporting
of continuing pharmacy education for pharmacists
and technicians.

Essential Elements of
the System
• Pharmacist /technician obtains NABP eProfile ID
• Provider collection of identifying information and
transmission of identifying information and
participation information to ACPE
• ACPE validation of identity and processing of
information and electronically forwarding to NABP
• NABP uploads information to individual profiles
• Access to information by pharmacists, technicians,
and state boards of pharmacy

Obtaining an eProfile ID
• Over 94,000 pharmacists and 31,000
pharmacy technicians have obtained
eProfile IDs from NABP
• To create eProfile ID
– Go to: www.mycpemonitor.net
– Secure registration form
• Encrypted for applicant protection
and security

CPE Monitor Page

NABP Data
Security Practices
• Encrypted data collection pages
• Encrypted information in databases
• Limits to information by staff
• Criminal background checks on all staff with access to
sensitive information
• Firewalls, electronic intrusion prevention and detection
systems
• Data movement monitoring and restrictions on certain
types of data movements within and outside of NABP
systems
• External audits of system security and effectiveness

Timeline
• March 10, 2011: Pharmacists and pharmacy
technicians can start to complete their e-profile at:
www.MyCPEMonitor.net
• Following registration an e-mail will be sent with NABP e-ID
• Beginning March 2011
• Providers will transitioning their systems to accommodate
the additional two fields (NABP e-ID, MMDD)
• ACPE will pilot the program
• 2012: System implemented by all providers*
• All pharmacists must be registered to receive CPE credit
* Timeline established based on the pilot program; full
implementation deadline no later than December 31, 2012

Questions on CPE Monitor
• Pharmacists and pharmacy technicians call
NABP Customer Service at 847-391-4406
– For questions related to NABP e-Profile creation and
maintenance; reporting process to boards of
pharmacy
– Hours: Monday-Friday, 8:30AM – 5PM CT
• CPE providers contact ACPE either by email at
cpemonitor@acpe-accredit.org or phone: 312-
664-3575
– For questions related to provider participation and
procedures
– Hours: Monday-Friday 9:00AM – 4:30PM CT

A Continuing Professional Development Cycle
Previously “ACT”

CPD: Bridging the Classroom and the
Workplace
“The new vision for continuing education will be based on an approach
called continuing professional development (CPD), in which learning takes
place over a lifetime and stretches beyond the classroom to the point of
care.” Institute of Medicine, December 2009

CPD: Bridging the Classroom and
the Workplace
or “ACT”

ACPE CPD Taskforce
• Survey of members and staff of state boards
• Presentations to state boards of pharmacy
• Resources on ACPE website
• Educational programming at national, state,
AACP/NABP district meetings
• Publications
• Tracking developments and initiatives at
state level

2011 Survey of Members and Staff of
State Boards of Pharmacy
• Administered August/September 2011
• To gather input to help inform future ACPE
initiatives and direction for models that
support lifelong learning of pharmacists and
pharmacy technicians
• Responses from individuals from 29/53
states and territories (55%)
• Requesting remaining states to respond

Joint Accreditation for the Provider of Continuing
Education for the Healthcare Team
Accreditation Council for
Continuing Medical
Education
(ACCME)
American Nurses
Credentialing Center
(ANCC)
Accreditation Council for
Pharmacy Education
(ACPE)

“CE Developed by the Team
for the Team”
• Support healthcare team-focused education that
improves patient care
• Simplifies the application process for CE providers
seeking accreditation by two or more of the
organizations
• The Joint Accreditation Process:
– Decreases the provider’s workload
– Increases the number of continuing education activities
with an interprofessional audience
– Increases communication among accreditation agencies
from different health care disciplines to exchange and
share ideas

Joint Accreditation Eligibility
• The organization is already accredited in good
standing by at least two of the three national
accrediting bodies (ANCC, ACPE, and/or ACCME)
• One national accrediting body (ACCME, ACPE or
ANCC) and one state accrediting body (ACCME-
Recognized Accreditor or ANCC-Accredited Approver)
• 25% of the educational activities delivered by the
organization during the past 12 months is comprised
of education designed by and for the healthcare team
• The organization engages in the joint accreditation
process and demonstrates compliance with the
compliance criteria and policies

Providers with Joint Accreditation
• Cine-Med, Inc.
as of December 2011
• Creighton University
• Institute for Healthcare Improvement
• North American Center for Continuing
Medical Education
• VHA, Inc.

ACPE INTERNATIONAL SERVICES
PROGRAM (ISP)

ACPE International Services
Program
• Established January 2011
• Assists international pharmacy stakeholders
– Program Certification
– Consultation
– Workshops and Training Programs
– Long-Term Projects
• Oversight by International Commission

ISP Mission
Promote, assure, and advance the
quality of pharmacy education
internationally to improve patient care
through safe and effective medication
use

International Commission
Members
• William A. Gouveia, Chair, MS, FASHP, Belmont,
Massachusetts, USA
• George R. Spratto, Vice Chair, PhD, Oxford, Connecticut,
USA
• Robert S. Beardsley, RPh, PhD, Baltimore, Maryland, USA
• Bruce Canaday, PharmD, Philadelphia, Pennsylvania, USA
• Peter J. Kielgast, MSc (Pharm), DSc (Hon), Copenhagen,
Denmark
• Claude Mailhot, BPharm, DPH, PharmD, Montreal, Canada

International Services Program
Advisory Group (ISPAG)
• Members from 15 countries have been selected to
provide broad geographic and cultural diversity
• ISPAG will function as an informal group to provide
feedback, ideas, and recommendations to the ACPE
Board via the International Commission
• Some individual members may also contribute practically
to initiatives, activities, and projects in their areas of
interest and expertise

Systems for Improved Access to
Pharmaceuticals and Services (SIAPS)
• Five-year initiative in partnership with Management
Sciences for Health (MSH)
– Other core partners: Harvard School of Public Health,
Harvard Pilgrim Health Care Institute, Logistics
Management Institute, and the University of Washington
Department of Global Health
• Funded by a grant from the U.S. Agency for
International Development (USAID)
• ACPE will engage in assessing pharmacy
education and training in a number of developing
countries

ACPE Responsibilities in SIAPS Program
• Evaluate pharmacy education in selected developing countries for
both pre-service education and in-service training
• Assess the degree to which academic and training institutions have
incorporated the principles of pharmaceutical management
• Establish a framework and strategic approach for QA of pharmacy
training and education
• Develop models to establish or strengthen formalized bodies of
accreditation for pharmacy education and training in the selected
countries
• Assess the quality of pharmacy education and training to support
pharmaceutical services delivery in the selected countries.

QUESTIONS AND/OR DISCUSSION

ISSUES AT THE INTERSECTION OF
QUALITY AND QUANTITY

Accredited PharmD Programs*
Programs with Accreditation Status (n = 125)
• Full Accreditation Status: 103
– Programs that have graduated students
• Candidate Accreditation Status: 17
– Programs with students enrolled but have not yet produced graduates or
have graduates and have not addressed all the accreditation standards
• Pre-Candidate Accreditation Status: 5
– Programs that have not yet enrolled students or are in their first year of
classes
* Inclusive of June 2011 Board Actions

Distance Campus Expansions
• 26 programs have distance campuses*
– 19 are public and 7 are private
• 3 programs are in the process of being
evaluated to open a distance campus
• 5 programs have branch/distance campuses
out of state
(* Distance campus = delivery of didactic curriculum to/from site)

Pharmacy School Graduation Trends
14000
13,822
Number of Graduates
12000
10000
8000
6000
4000
2000
0
6,956
11,487
Pharmacy school graduates 2011–2014
projected based on current enrollment
and ACPE-estimated attrition
Source: AACP Fall 2010 Data and ACPE February 2011 Estimates

Are new colleges and schools of
pharmacy primarily responsible for
this increase in pharmacy
graduates since 2003?

Increase in Pharmacy Graduates Since 2003
Source: AACP Fall 2010 Data and ACPE February 2011 Estimates
Increase in No. of Graduates
(from 2003 baseline)
7000
6000
5000
4000
3000
2000
1000
Increase attributable to pre-1995 schools
Increase attributable to post-1995 schools
n = 98
n = total number of US colleges and
n = 93
schools with graduates
n = 90
n = 89
n = 88
n = 85
n = 83
n = 102
n = 110
n = 114
n = 118
0
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
(Actual numbers)
(Projected numbers)

Increase in Pharmacy Graduates Since 2003
Source: AACP Fall 2010 Data and ACPE February 2011 Estimates
Increase in No. of Graduates
(from 2003 baseline)
7000
6000
5000
4000
3000
2000
1000
Increase attributable to pre-1995 schools
Increase attributable to post-1995 schools
n = 98
n = total number of US colleges and
n = 93
schools with graduates
n = 90
n = 89
n = 88
n = 85
n = 83
n = 102
n = 110
n = 114
n = 118
0
2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
(Actual numbers)
(Projected numbers)

Can ACPE intervene to stop the
rapid expansion of pharmacy
schools in the U.S.?

Manpower Issues Cannot Be
Considered in Accreditation
• Accreditation is designed to advance
quality – not restrict the market
• Sherman Antitrust Act of 1890 prohibits
restraint of competition
• PharmD is a nationally recruited applicant
pool with national employment
opportunities

Accreditation and Competition
• Accreditation decisions may affect the
marketplace
• Accreditation decisions are based strictly on
compliance with the standards
– Cannot consider the effect on the marketplace
• Consideration of the effect on the marketplace
in making accreditation decisions could subject
ACPE to prosecution under antitrust laws and,
potentially, jeopardize ACPE’s recognition by
the U.S. DOE

Do the accrediting bodies for other
health professions dictate the
quantity of schools or numbers of
graduates?

Growth Trends in Education
Among Other Health Professions
Health Profession/
Accreditor
Accredited Programs
2000
Accredited Programs
Plus Applications
(Net % Change)
2011
Medicine (LCME) 125 141 (+13%)
Osteopathy (AOA-COCC) 19 28 (+47%)
Nursing (CCNE) DNP = 0 (new degree) 58
Physical Therapy (APTA) 196 229 (+17%)
Occupational Therapy
(OTA) 131 154 (+18%)
Dentistry (ADA CODA) 55 60 (+9%)

New School Process
Required Evaluations & On-site Visits for
ACPE Accreditation of New Programs
Draft Application On-site Consultation (1 staff member)
Paper review of draft application (team of 4)
Evaluation for Precandidate Status (team of 4-5)
Evaluation for Candidate Status (team of 4-5)
Evaluation for Continuation of
Candidate Status (team of 2-3)
Over 7 years: a New Program is evaluated by 24–36 individuals
Consideration of Full Status (team of 4-5)
Evaluation for Continuation of Initial Full Status
(team of 2-3)

Precandidate Thresholds
• Programs must meet threshold expectations
for 20 distinct elements to qualify for an
initial comprehensive on-site evaluation
• Detailed overview of threshold elements
www.acpeaccredit.org/pdf/Threshold_Document.pdf

Precandidate Thresholds
• Mission includes scholarship
• University infrastructure
supports research and
scholarship
• Institution is regionally
accredited
• Institution is authorized to
grant a doctoral degree
• Dean is installed with
sufficient time to develop the
program
• Dean is qualified and has
authority as defined by
standard 8
• Dean has appropriate prior
experience
• Dean has appropriate
research and scholarship
background.
• Full-time faculty leadership
team installed
• Leadership team has
essential skills complementing
those of the Dean

Precandidate Thresholds
• First-year Faculty in Place by
First Team Visit
• Senior Faculty Provide
Mentoring
• Curriculum and Draft Syllabi
Have Been Prepared
• Curricular Map Shows
Sufficient Hours
• Student Services Available
by First Day of Classes
• Physical Facilities Available
on Proposed First Day of
Classes
• Funding Matches Program
Activity
• IPPEs Will Be Ready When
Needed
• APPEs Will Be Ready When
Needed
• No Significant Program
Expansion

All new school applicants are
granted pre-candidate status on
the first attempt.

50% of programs that applied
from 2008 to 2011 were not
authorized for an on-site visit on
their initial application attempt.

Precandidate Thresholds
• Some programs authorized for a site visit are
not subsequently approved for precandidate
status
– Recently 3 programs denied/withdrew
– Accepted students unable to proceed
– Costly and challenging for everyone

MEASURES OF CAPACITY AND QUALITY IN
PHARMACY EDUCATION

ACPE Monitoring of Pharmacy
Programs – Quality and Resources
• Comprehensive and focused accreditation reviews
• Annual monitoring metrics (e.g., NAPLEX,
enrollments, progression/graduation, dismissals,
withdrawals, attrition)
• AACP standardized surveys (e.g., graduating
students, faculty, preceptors, and alumni)
• Launch of Assessment and Accreditation
Management System (AAMS) with AACP
• Identification of noteworthy practices

Passing Rate
NAPLEX Passing Rate for First-Time
Candidates 2004–2010
Pre-1995 versus Post-1995 Programs
100%
98%
96%
94%
92%
90%
88%
86%
84%
82%
80%
96.7%
95.8%
7 Post-1995
Programs
92.0%
85.9%
93.0%
92.3%
95.6%
97.0%
96.7%
95.1% 96.3% 96.5%
94.4%
94.1%
2004 2005 2006 2007 2008 2009 2010
24 Post-1995
Programs
Pre-1995
Programs
Post-1995
Programs

Percentage of Programs
60%
50%
40%
30%
20%
10%
0%
2010 NAPLEX Passing Rate Spread for
Pre-1995 versus Post-1995 Programs
n = 1
n = 3
n = 1
n = 2
n = 6
n = 1
66 -70% 71 - 75% 76 - 80% 81 - 85% 86 - 90% 91 - 95% 96 -
100%
n= 23
n = 12
n= 39
n = 10
Pre-1995
Programs
Post-1995
Programs

2010 Graduating Student Survey Results
Section I: Professional Competencies/Outcomes (N = 7,496)
The The PharmD Program Program prepared prepared me to: me to:
Communicate with patients and caregivers
Communicate with patients and caregivers
54.5%
43.5%
1.7%
Gather and use specific information to
Gather
identify
and use
patient
specific information
medication-related
to identify patient
medication-related problems problems
54.4%
43.7%
1.6%
Develop a patient care plan to manage
each medication-related problem
Develop a patient care plan to manage each medication-related
problem
Work with a health care team to implement
the patient care plan
Work with a health care team to implement the patient care plan
50.0%
43.4%
47.9%
51.5%
1.9%
4.6%
Strongly Agree
Agree
Disagree/Strongly
Disagree
Manage the system of medication use to
affect patients
Manage the system of medication use to affect patients
37.4%
55.7%
4.4%
Work with other stakeholders and resolve
problems related to medication use
Work with other stakeholders to identify and resolve problems
related to medication use
41.3%
55.0%
3.2%

My introductory pharmacy practice
experiences were valuable in helping to
prepare me for my advanced pharmacy
practice experiences
2010 Graduating Student Survey Results
Section III: Pharmacy Practice Experiences (N = 7,496)
24.1%
48.5%
21.4%
My introductory pharmacy practice experiences
permitted my involvement in direct patient care
responsibilities in both community and
institutional settings
23.4%
47.5%
22.9%
In the community pharmacy setting, I was
able to apply my patient care skills
42.3%
47.8%
8.7%
Strongly Agree
In the ambulatory care setting, I was able to
apply my patient care skills
54.0%
39.6%
4.1%
Agree
In the hospital or health-system pharmacy
setting, I was able to apply my patient care
skills
43.4%
47.2%
8.3%
Disagree/Strongly
Disagree
In the inpatient/acute care setting, I was able
to apply my patient care skills
48.5%
45.2%
4.4%
Overall, my advanced practice experiences
were valuable in helping me to achieve the
professional competencies
46.9%
48.3%
4.0%

2010 Faculty and Preceptor Survey Curriculum Responses
(Faculty N = 2,604 / Preceptor N = 8,170)
The PharmD Program prepared
students to:
Develop and use patient-specific care
plans
96.3%
97.5%
Efficiently manage a patient-centered
pharmacy practice
93.9%
93.6%
Develop disease management programs
91.1%
89.9%
Preceptor Strongly
Agree/Agree
Manage the system of medication use
Promote the availability of health
promotion and disease prevention
initiatives
94.5%
93.7%
95.4%
94.4%
Faculty Strongly
Agree/Agree
Communicate with patients, caregivers,
and other members of the
interprofessional health care team
96.8%
97.2%

2010 Faculty and Preceptor Survey Curriculum Responses
(Faculty N = 2,604 / Preceptor N = 8,170)
The Pharm.D. PharmD Program Program prepared prepared students to:
students to:
Search the health sciences literature
Search the health sciences literature
96.7%
94.1%
Evaluate the health sciences literature
Evaluate the health sciences literature
Demonstrate expertise in the area of
informatics
Demonstrate expertise in the area of informatics
94.2%
90.6%
92.0%
82.9%
Preceptor
Strongly
Agree/Agree
Faculty
Strongly
Agree/Agree
Apply state and federal laws and
Apply state and federal laws and regulations to the practice of
regulations to the pharmacy practice of pharmacy
96.6%
98.2%
Maintain professional competence
Maintain professional competence
97.9%
96.1%

APPE Preceptor Resources
(Data from 39 programs,* F2008–F2010)
PRECEPTORS
Percentage of APPEs
precepted by full-time
faculty
ACADEMIC YEAR
OF ACPE REVIEW
Mean: 24%
Range: (3 - 62 %)
Percentage of APPEs
precepted by
contract/volunteer faculty
Mean: 76%
Range: (38 - 97%)
*Existing or new schools about to produce graduates

Required APPE
APPE Preceptor Resources
(Data from 39 programs,* F2008–F2010)
Total
APPEs in
Setting
%Precepted
by Full Time
Faculty
%Precepted
by Adjunct
Faculty
Excess/(Deficit)
Rotation Range
by Program
Community
5,094 2% 98%
Hospital/
Health-System 5,007 8% 92%
0 – 1,299
(0 – 93%)
0 – 647
(0 – 84%)
Ambulatory
Care
Inpatient/
Acute Care
4,982 32% 68%
6,646 30% 70%
-65 – 307
(-30 – 88%)
0 – 443
(0 – 84%)
*Existing or new schools about to produce graduates

Experiential Education Standards –
Evaluation Since S2007
S2007 Standard
Standard 14. Curricular
Core—Pharmacy Practice
Experiences
Standard 28. Practice
Facilities
Compliant
Compliant
w/
Monitoring
Partially
Compliant
Non-
Compliant
14 25 8 2
29 17 2 1

Expansion Summary
• Expansion in the number of pharmacy
school graduates is a result of growth in
both existing and new programs
• Marketplace effects cannot be considered
in accreditation decisions
• Accreditation decisions are based strictly
on compliance with the standards

Summary of Discussion
• ACPE is committed to assuring quality in
pharmacy education and encouraging
innovation
• ACPE wants to continue to engage in a
collaborative dialogue
• ACPE is committed to working with the
profession to ensure standards and
guidelines are reflective of emerging
evidence and practice needs

OPEN DISCUSSION