Entry-level Competencies Needed for Managed Care Pharmacy ...

Entry-level Competencies Needed for
Managed Care Pharmacy Practice
Based on the work of a joint AMCP-ACPE Task Force
Spring 2012
Introduction
Managed care is an organized approach to health care delivery that seeks to improve the quality
and accessibility of health care—including medication therapy—in a cost-effective manner.
Managed care pharmacy develops and implements comprehensive programs that deliver
effective medication therapy and specific patient-care services to improve the overall health care
of the patient.
Pharmacists in managed health care organizations, including health plans and pharmacy benefit
management (PBM) companies, are responsible for the delivery of prescription drug benefits to
over 200 million Americans. Typically, a managed care organization contracts its services to a
plan sponsor, such as a private company or a governmental organization. Pharmacists employed
within these managed care organizations are responsible for a broad and diversified range of
clinical, quality-oriented drug management services.
Pharmacists in managed care environments are committed to ensuring that medications are used
appropriately to improve patients’ health. They do this by performing functions within the
following categories:
formulary design and management
drug distribution and dispensing
development of measures to evaluate and improve quality and to ensure patient safety
clinical program development
communication with patients, prescribers and other pharmacists
drug benefit design
business management
cost/resource management
In order to practice effectively in a managed care environment pharmacists must have a good
understanding of the principles of health care economics, population health, evidence-based
medicine and evidence-based use of medications, quality measurement, supply-chain
management, and drug-benefit management. Managed care pharmacists must be competent
clinicians, strong communicators, good managers, and reliable team players.
The Academy of Managed Care Pharmacy (AMCP) expects that all new PharmD graduates
seeking employment in a managed care organization will have the fundamental practice skills
required to practice in that environment. At the same time, the Academy recognizes that in any
pharmacy practice setting, including the managed care environment, there are certain
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esponsibilities the employer has for the orientation, mentoring and development of a new
pharmacist employee. AMCP views the education and training of managed care pharmacists to
be a shared responsibility between educators and practitioners. We set forth in this document a
list of those competencies that we feel might reasonably be expected of all new graduates. We
believe that pharmacists entering managed care pharmacy practice with a good foundation in
these areas will be able to succeed if appropriately coached and mentored by more experienced
practitioners.
There is also a growing need in managed care pharmacy for a certain number of advanced-level
practitioners. In order to help in meeting this need, a number of managed care pharmacy
organizations provide accredited residency training programs.
(Part of the information provided above is excerpted directly from one or more of the following
AMCP sites:
www.amcp.org/WorkArea/DownloadAsset.aspx?id=9040
www.amcp.org/WorkArea/DownloadAsset.aspx?id=14955
www.amcp.org/WorkArea/DownloadAsset.aspx?id=14956
The reader is referred to these sites for more complete information about managed care
organizations and the roles and responsibilities of managed care pharmacists.)
Process
Following an initial planning meeting (conference call), individual members of the Task Force
generated lists of the competencies they felt were necessary for entry-level pharmacists
practicing in a managed care environment (i.e., competencies that all PharmD graduates should
possess). These initial lists were collected by staff and organized into the following categories:
areas of knowledge required (the cognitive domain), skills required (the psychomotor domain),
and attitudes and values required (the affective domain). The resulting list was sent as a
questionnaire to all task force members, with instructions to mark each proposed competency
statement as too specific, too broad, or OK as stated. Respondents were also asked to indicate
(with a yes or no reply) if the item was appropriate for a new PharmD graduate. A space for
comments was provided for each competency.
The initial list was refined based on feedback received from Task Force members, and the
revised list was sent to Task Force members. A second conference call was scheduled for
discussion of the results. This discussion led to the development of an amended competency list,
totaling 55 items that served as the basis for a survey of the total AMCP membership (using
Survey Monkey®). Respondents were asked to rate each of the 55 competency statements in two
ways: first, they were asked to indicate (with a yes or no vote) if they expected new PharmD
graduates to possess the competency upon graduation; and second, they were asked to rate the
level of importance of each competency item in the practice of managed care pharmacy (using a
1 to 5 scale, where 5 represents the highest level). The AMCP survey instrument and results are
shown in Appendix 1, beginning on page 8.
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Following completion of the AMCP membership survey, a third Task Force conference call was
held to discuss the results (including individual comments received from respondents). In
preparation for that call staff prepared a summary report that reported the average number of yes
votes for each item (indicating respondents’ expectations that new PharmD graduates would
possess that competency) and the average importance rating for each. That report is provided in
Appendix 2 (beginning on page 43). Based on this discussion, all the competency statements
were sorted into three categories: (1) those items that received at least 85% yes votes in response
to the question about expectations of new graduates plus an importance rating of 4.0 or greater
(on a scale of 1 to 5); (2) those items that met one of these two thresholds but not both (i.e., 85%
or greater on expectations and less than 4.0 on importance, or less than 85% on expectations but
4.0 or greater on importance); and (3) those items that met neither threshold. It was agreed that a
final survey of Task Force members would be conducted, to allow members to indicate, for each
competency statement, whether it should be retained or rejected (based on the results of the
ratings just described). It was understood that the results of this survey would generate a final list
of competencies expected of new PharmD graduates in a managed care practice setting, to be
included in the Task Force’s final report. Staff prepared a survey questionnaire for this purpose,
which is shown in Appendix 3 (beginning on page 47). Responses were received from seven
Task Force members. For most of the items that were retained, there was unanimous approval. In
certain other cases, items were retained without a unanimous vote. There was a split vote in each
case where items were ultimately rejected. In such cases, the majority vote (i.e., 4 out of 7) was
used in generating the final list.
Results
Based on the processes described here and data provided in the appendices, the AMCP-ACPE
Task Force concludes that new Doctor of Pharmacy graduates seeking employment in a managed
care environment should possess each of the competencies listed below. These are organized into
three domains: the cognitive (knowledge-based) domain, the psychomotor (skills-based)
domain, and the affective (attitudes/values) domain. From the original list of 55 proposed
competency statements, this list includes 44 items. The remaining items (those not included here)
were either combined with other statements in this final list or were rejected based on the results
of the membership survey and subsequent analysis by members of the Task Force.
Cognitive domain
1. Explain the general concept of managed care.
2. Describe the differences between health care delivery models, including PPOs, ACPs,
integrated systems, and patient-centered medical homes.
3. Define pharmacoeconomics and explain practical applications.
4. Outline the general provisions of Medicare Parts A, B, C and D, and Medicaid, including
coverage of medications.
5. Define formulary system and explain the rationale for and practical applications of a
formulary system.
6. Describe the steps involved in developing a formulary system.
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7. Discuss the concept of utilization management and provide functional definitions of key
elements associated with drug-related utilization management (such as prior
authorization, step therapy, and quantity limits).
8. Discuss general concepts associated with the benefit structure of a health plan, including
co-pay vs. co-insurance, premium vs. deductible and maximum out-of-pocket costs.
9. Identify the major factors influencing drug costs for a managed care organization (e.g.,
pharmacy costs, drug pricing methodologies, contracts/rebates, discounts).
10. Identify and explain the steps involved in the drug-approval process in the U.S.
11. Explain the purpose and function of pharmacy benefit management programs.
12. Discuss the principles of patient-centered care management programs.
13. Discuss the principles of quality management
14. Explain the role of quality organizations in ensuring quality in the managed care setting.
15. Identify and explain the major roles of the pharmacist in population-based provision of
care (as distinguished from direct patient care).
16. Explain the term specialty pharmaceuticals, give examples of such products, and
describe generally how they are procured, stored and dispensed to patients.
17. Identify several major factors that contribute to drug-related fraud and abuse.
18. Identify several major factors that contribute to drug waste.
19. Discuss the requirements for patient confidentiality as provided for under the 1996 Health
Insurance Portability and Accountability Act (HIPAA) and professional practice
guidelines.
Psychomotor domain
20. Demonstrate strong clinical skills.
21. Communicate effectively, both orally in writing, in a manner appropriate for the intended
audience (e.g., patient, health care provider, plan sponsor).
22. Apply critical-thinking and problem-solving skills.
23. Demonstrate strong computer skills and apply those skills in analyses, presentations and
communications.
24. Function as a productive team member.
25. Advocate on behalf of the appropriate use of medications and needs of patients.
26. Develop a variety of drug-related reports, monographs, reviews, and policies, using drug
literature evaluation skills.
27. Develop educational materials and correspondences for patients and caregivers (at the
appropriate level of understanding).
28. Conduct literature searches on existing marketed drug products and those in the pipeline.
29. Evaluate appropriateness of clinical trials of medications, including validation of trial
design and assessment of data credibility.
30. Create and maintain effective relationships with others, based on an understanding of the
needs of key stakeholders.
31. Demonstrate effective medication therapy management skills.
32. Apply major clinical practice guidelines in making therapeutic recommendations for
individual patients.
33. Demonstrate expertise in formulating, interpreting, and evaluating clinical medication
criteria.
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34. Conduct medication utilization evaluations.
35. Identify quality/outcome indicators that could be used in evaluating a specific pharmacy
service or program.
36. Evaluate medication-use patterns in a specified patient population.
Affective domain
37. Respect for employer, colleagues and patients
38. Honesty and integrity
39. Appropriate work ethic
40. Personal responsibility and accountability
41. Professional dress
42. Respect for patient confidentiality and privacy
43. Honoring promises (keeping commitments)
44. Punctuality
We believe the findings of this Task Force have important implications both for the American
Association of Colleges of Pharmacy (AACP) and the Accreditation Council for Pharmacy
Education (ACPE), and AMCP stands ready to work with both organizations to ensure that
pharmacy students receive the necessary education and training to practice upon graduation at an
entry level in the managed care environment. AMCP remains dedicated to providing education
and training opportunities in the areas of postgraduate residency training and continuing
professional development, to ensure a continuing supply of qualified manpower in managed care
pharmacy. We seek to work closely with the academic community in discharging our
responsibilities in these areas, as well as in continually assessing the entry-level competencies
required of new graduates.
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List of Task Force Members:
AMCP Staff:
Amanda Bain, PharmD, MPH
Assistant Director, Pharmacy Benefit Services
The Ohio State University Health Plan, Inc.
Columbus, Ohio
Shawn Burke, BSPharm, RPh
Regional Vice President, Pharmacy Services
Coventry Health Care
Kansas City, Missouri
Carey C. Cotterell, BSPharm, RPh, FAMCP, FCSHP
Managed Health Care Pharmacy Consultant
Diamond Bar, California
James T. Kenney, BSPharm, RPh, MBA
Pharmacy Operations Manager
Harvard Pilgrim Health Care
Wellesley, Massachusetts
Daniel McConnell, PharmD
Clinical Coordinator, Department of Pharmacy
Geisinger Health Plan
Danville, Pennsylvania
Ann Nakahira, PharmD
Residency Program Coordinator
Clinical Pharmacist, OptumRx
Irvine, California
Lynn Nishida, BSPharm, RPh
Vice President, Clinical Services
Catalyst Rx Center of Excellence, Northwest Region
Portland, Oregon
Shirley Reitz, PharmD
Director, Pharmacy Clinical Services
Group Health Cooperative
Seattle, Washington
Marissa Schlaifer, MS, RPh
Director of Pharmacy Affairs
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ACPE Staff:
Peter H. Vlasses, PharmD, DSc (Hon.), BSCP
Executive Director
Stephanie Gardner, PharmD
Board Liaison
Max D. Ray, PharmD, MS, LHD (Hon.)
Consultant
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APPENDIX 1
AMCP membership survey instrument and results
The following questionnaire was sent to the entire membership of AMCP. (Note: AMCP has
associate and student membership categories, in addition to regular membership. Instructions
accompanying the questionnaire made it clear that it was intended for pharmacist members.
Since the questionnaire was mailed to all members, it is possible that some responses were
received from non-pharmacists. We think it is likely, however, that very few, if any, nonpharmacists
actually responded, and we are comfortable that the results we obtained reflect a
good cross-section of AMCP’s members.)
For each item, respondents were asked to respond to two questions: (1) Should all new PharmD
graduates possess the specific competency (yes or no)?, and (2) how important is the competency
to your practice site (rated on a 5-point Likert scale, from not important to very important)?
Respondents had an opportunity to provide open-ended comments under each domain heading
(i.e., knowledge, skills, and attitudes/values/behaviors) about additional competencies they felt
new PharmD graduates should possess under each of those headings.
Results of the survey are shown below.
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Explanatory comments:
1. Items 1 through 23 correspond to the cognitive domain (areas of knowledge expected of
new PharmD graduates).
2. Items 26 through 49 correspond to the psychomotor domain (skills expected of new
graduates).
3. Items 52 through 59 correspond to the affective domain (attitudes, values, behaviors)
expected of new graduates. (Note that items 47 and 48 in the questionnaire are duplicate
items).
4. Items 24, 50 and 61 provide rankings of the level of importance of each competency in
the three domains. For example, the table shown in item 24 provides the ratings for each
of the competencies in the cognitive domain (items 1 through 23); the table in item 50
corresponds to competencies in the psychomotor domain (items 26 through 49); and the
table in item 61 corresponds to competencies in the affective domain (items 52 through
59).
5. All comments received from respondents regarding additional desired competencies are
shown in pp. 27 through 37 of the report. Those comments on pp. 27 through 31 relate to
areas of knowledge that new PharmD graduates should possess (the cognitive domain);
comments on pp. 33-34 relate to skills (the psychomotor domain); and comments on pp.
36-37 relate to attitudes/values/behaviors (the affective domain). (Please note that some
numbered pages in the report are blank; this is a formatting issue—no information is
missing).
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APPENDIX 2
Correlation of AMCP membership survey results for individual
competency items: level of expectation of new graduates vs. level of
importance
This table compares respondents’ level of agreement that each competency item should be
expected of all new PharmD graduates with the average level of importance attributed to that
item.
Item No.
(from
questionnaire)
Proposed competency item
Expected of
new grads
(% yes votes)
Level of
importance
(1 to 5)
Knowledge (cognitive domain)
1 Explain the general concept of managed care 95.2 4.67
2 Describe the differences between health care
delivery models (PPOs, ACPs, integrated
systems, patient-centered medical homes
61.4 3.68
3 Describe the macro- and micro-economics
associated with health care and how health care
is financed
4 Outline the general provisions of Medicare
Parts A, B, C and D, and Medicaid, including
coverage of medications
5 Define formulary system and explain the
rationale for and practical applications of a
formulary system
6 Describe the steps involved in developing a
formulary system
7 Discuss the concept of utilization management
and provide functional definitions of key
elements associated with drug-related utilization
management programs (such as prior
authorization, step therapy, and quantity limits)
8 Discuss general concepts associated with the
benefit structure of a health plan, including copay
vs. co-insurance, premium vs. deductible,
and maximum out-of-pocket costs
9 Identify the major factors influencing drug costs
for a managed care organization (e.g., pharmacy
costs, drug pricing methodologies,
contracts/rebates, discounts)
10 Describe in a general way the factors involved
in processing eligibility and claims for
48.4 3.39
71.6 3.93
96.0 4.48
72.6 4.05
89.1 4.45
82.3 4.23
55.1 3.98
53.2 3.66
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prescription drugs and related services in a
managed care organization
11 Explain the role of quality organizations and 53.0 3.72
accreditation agencies in ensuring quality of
managed care operations (including the quality
of patient care and the quality of pharmaceutical
products and devices purchased by the
organization)
12 Identify and describe the steps involved in the 75.5 3.71
drug distribution process, from the
manufacturer to the ultimate consumer
(including physicians, nurses, pharmacists and
patients) and the prescription reimbursement
flow from managed care provider to pharmacy
and the patient
13 Explain how state and federal laws and
56.7 3.82
regulations are integrated into the operation of a
managed care organization
14 Identify and explain the steps involved in the 90.6 3.70
drug-approval process in the U.S.
15 Explain the general structure and functions of 52.6 3.52
alternative health-care delivery options,
including integrated health systems, accountable
care organizations, and patient-centered medical
homes
16 Explain the purpose and function of pharmacy 87.0 4.30
benefit management programs
17 Discuss the principles of disease management 88.7 4.18
programs/care management programs
18 Discuss the principles of quality management 72.5 3.96
19 Identify and explain the major roles of the
75.5 4.00
pharmacist in population-based provision of
care (as distinguished from direct patient care)
20 Explain the term specialty pharmaceuticals, 88.6 4.14
give examples of such products, and describe
generally how they are procured, stored and
dispensed to patients
21 Identify several major factors that contribute to 82.5 3.89
drug-related fraud and abuse
22 Identify several major factors that contribute to 84.5 3.89
drug waste
23 Discuss the requirements for patient
confidentiality as provided for under HIPAA
and professional practice standards
94.7 4.52
Skills (psychomotor domain)
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26 Demonstrate strong clinical skills 94.9 4.64
27 Communicate effectively, both orally in writing 99.0 4.86
28 Demonstrate appropriate business and
67.9 4.13
management skills
29 Apply critical-thinking and problem-solving 97.0 4.71
skills
30 Demonstrate strong computer skills and apply 94.9 4.47
those skills in analyses, presentations and
communications
31 Apply project-management skills 60.4 3.97
32 Function as a productive team member 99.0 4.72
33 Advocate on behalf of the appropriate use of 96.4 4.43
medications and needs of patients
34 Demonstrate a respect for patient confidentiality 99.0 4.69
and privacy rights
35 Develop a variety of drug-related reports,
84.3 4.17
monographs, reviews, and policies, using drug
literature evaluation skills
36 Develop educational materials and
81.0 3.96
correspondences for patients and caregivers (at
the appropriate level of understanding)
37 Conduct literature search on existing marketed 96.4 4.33
drug products and those in the pipeline
38 Evaluate appropriateness of clinical trials of 85.6 4.21
medications, including validation of trial design
and assessment of data credibility
39 Create and maintain effective relationships with 93.4 4.47
others, based on an understanding of the needs
of key stakeholders
40 Demonstrate effective medication therapy
86.7 4.15
management skills
41 Apply major clinical practice guidelines in 94.4 4.47
making treatment recommendations
42 Demonstrate expertise in translating/interpreting 86.3 4.36
clinical medication criteria
43 Perform medication reconciliation for any
75.6 3.86
patient transitioning from one care setting to
another
44 Conduct medication utilization reviews 89.3 4.20
45 Make therapeutic recommendations for
86.8 4.02
individual patients
46 Identify drug-related outcomes that could be
used in evaluating a specific pharmacy service
or program, such as medication-adherence
education, selection of interventions in an MTM
program, etc.
82.4 4.25
45

47 Evaluate the merits of a specific drug-related
policy
48 (Duplicate of #47)
49 Evaluate medication-use patterns in a specified
patient population
77.6 3.98
82.7 4.17
Attitudes, values, behaviors (affective domain)
52 Respect for employer, colleagues and patients 100 4.93
53 Honesty and integrity 100 4.95
54 Appropriate work ethic 100 4.89
55 Personal responsibility and accountability 100 4.92
56 Professional dress 99.5 4.45
57 Respect for patient confidentiality and privacy 100 4.90
58 Honoring promises 98.4 4.84
59 Punctuality 98.4 4.68
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APPENDIX 3
Task Force Questionnaire: Retention of competency items for
new PharmD graduates
This table provides the questionnaire that was sent to members of the Task Force to
indicate which competency items should be retained and rejected. The number of
affirmative votes (out of a total of 7) is shown in the right column. Comments were
provided by members of the Task Force to justify a vote to reject an item. These are
summarized below.
Item
number
(from
questionnaire)
Competency item %
yes
votes
47
Importanc
e level
Retain
this item?
(yes or
no)
Items meeting both thresholds (“yes” votes 85% or greater, importance rating 4.0 or higher:
1 Explain the general concept of managed care 95.2 4.67 7
5 Define formulary system and explain the rationale for 96.0 4.48 7
and practical applications of a formulary system
7 Discuss the concept of utilization management and
provide functional definitions of key elements
associated with drug-related utilization management
(such as prior authorization, step therapy, and
quantity limits)
89.1 4.45 7
16 Explain the purpose and function of pharmacy benefit
management programs
*17 Discuss the principles of disease management
programs/care management programs
20 Explain the term specialty pharmaceuticals, give
examples of such products, and describe generally
how they are procured, stored and dispensed to
patients
23 Discuss the requirements for patient confidentiality as
provided for under HIPAA and professional practice
standards
87.0 4.30 7
88.7 4.18 7
88.6 4.14 7
94.7 4.52 7
26 Demonstrate strong clinical skills 94.9 4.64 7
27 Communicate effectively, both orally and in writing 99.0 4.64 7
29 Apply critical-thinking and problem-solving skills 97.0 4.71 7
30 Demonstrate strong computer skills and apply those 94.9 4.47 7
skills in analyses, presentations and communications
32 Function as a productive team member 99.0 4.72 7
33 Advocate on behalf of the appropriate use of
96.4 4.45 7
medications and needs of patients
34 Demonstrate a respect for patient confidentiality and 99.0 4.69 Combined
privacy rights
with #57

37 Conduct literature search on existing marketed drug 96.4 4.33 7
products and those in the pipeline
38 Evaluate appropriateness of clinical trials of
85.6 4.21 7
medications, including validation of trial design and
assessment of data credibility
39 Create and maintain effective relationships with 93.4 4.47 7
others, based on an understanding of the needs of key
stakeholders
40 Demonstrate effective medication therapy
86.7 4.15 7
management skills
*41 Apply major clinical practice guidelines in making 94.4 4.47 7
treatment recommendations
*42 Demonstrate expertise in translating/interpreting 86.3 4.36 7
clinical medication criteria
*44 Conduct medication utilization reviews 89.3 4.20 7
45 Make therapeutic recommendations for individual 86.8 4.02 Combined
patients
with #41
52 Respect for employer, colleagues and patients 100 4.93 7
53 Honesty and integrity 100 4.95 7
54 Appropriate work ethic 100 4.92 7
55 Personal responsibility and accountability 100 4.92 7
56 Professional dress 99.5 4.45 7
57 Respect for patient confidentiality and privacy 100 4.90 7
58 Honoring promises 98.4 4.84 7
59 Punctuality 98.4 4.68 7
Items meeting one of the thresholds, but not both:
6 Describe the steps involved in developing a formulary 72.6 4.05 5
system
8 Discuss general concepts associated with the benefit 82.3 4.23 7
structure of a health plan, including co-pay vs. coinsurance,
premium vs. deductible, and maximum outof-pocket
costs
14 Identify and explain the steps involved in the drugapproval
90.6 3.70 5
process in the U.S.
19 Identify and explain the major roles of the pharmacist 75.5 4.00 5
in population-based provision of care (as distinguished
from direct patient care)
**28 Demonstrate appropriate business and management 67.9 4.13 2
skills
35 Develop a variety of drug-related reports,
84.3 4.17 6
monographs, reviews, and policies, using drug
literature evaluation skills
*46 Identify drug-related outcomes that could be used in
evaluating a specific pharmacy service or program,
such as medication-adherence education, selection of
interventions in an MTM program, etc.
82.4 4.25 6
48

49 Evaluate medication-use patterns in a specified patient
population
Items meeting neither threshold:
2 Understand the differences between health care
delivery models (PPOs, ACPs, integrated systems,
patient-centered medical homes)
*3 Describe the macro- and micro-economics associated
with health care and how health care is financed
4 Outline the general provisions of Medicare Parts A, B,
C and D, and Medicaid, including coverage of
medications
9 Identify the major factors influencing drug costs for a
managed care organization (e.g., pharmacy costs, drug
pricing methodologies, contracts/rebates, discounts)
**10 Describe in a general way the factors involved in
processing eligibility and claims for prescription drugs
and related services in a managed care organization
11 Explain the role of quality organizations and
accreditation agencies in ensuring quality of managed
care operations (including the quality of patient care
and the quality of pharmaceutical products and
devices purchased by the organization)
12 Identify and describe the steps involved in the drug
distribution process, form the manufacturer to the
ultimate consumer (including physicians, nurses,
pharmacists and patients) and the prescription
reimbursement flow from managed care provider to
pharmacy and the patient
13 Explain how state and federal laws and regulations are
integrated into the operation of a managed care
organization
**15 Explain the general structure and functions of
alternative health-care delivery options, including
integrated health systems, accountable care
organizations, and patient-centered medical homes
82.7 4.17 5
61.4 3.68 4
48.4 3.39 3
Rejected,
replaced
with alt.
wording
71.6 3.93 7
55.1 3/98 5
53.2 3.66 3
53.0 3.72 5
Combined
with #18
below
75.5 3.71 4
56.7 3.82 4
52.6 3.52 3
*18 Discuss the principles of quality management 72.5 3.96 4
21 Identify several major factors that contribute to drugrelated
82.5 3.89 6
fraud and abuse
22 Identify several major factors that contribute to drug 84.5 3.89 5
waste
**31 Apply project-management skills 60.4 3.97 3
36 Develop educational materials and correspondences
for patients and caregivers (at the appropriate level of
81.0 3.96 6
49

understanding)
**43 Perform medication reconciliation for any patient 75.6 3.86 3
transitioning from one care setting to another
**47 Evaluate the merits of a specific drug-related policy 77.6 3.98 2
*indicates items that will be amended in the final report based on comments received
from Task Force members.
**indicates items that will be rejected based on comments from Task Force members
Summary of comments received to justify rejecting an item:
Item 10-- Describe in a general way the factors involved in processing eligibility and claims for
prescription drugs and related services in a managed care organization.
Much too specific to managed care—unreasonable to expect all PharmD graduates to be
able to do this.
Item 15-- Explain the general structure and functions of alternative health-care delivery options,
including integrated health systems, accountable care organizations, and patient-centered
medical homes
This is adequately covered by item 2 and can be eliminated.
Item 28-- Demonstrate appropriate business and management skills.
Much too broad; it would be difficult for educators to know what is “appropriate” for a
managed care pharmacy setting.
Item 31-- Apply project-management skills.
Much too broad.
Item 43-- Perform medication reconciliation for any patient transitioning from one care setting
to another.
This is adequately covered under item 40. Many managed care pharmacists do not work
in integrated systems and would not have a great need to do this.
Item 47--Evaluate the merits of a specific drug-related policy.
Much too vague; doesn’t give much guidance to educators.
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For more information, please contact:
Marissa Schlaifer, MS, RPh
Director of Pharmacy Affairs
Academy of Managed Care Pharmacy
100 N. Pitt St., Suite 400
Alexandria, VA 22314
(703) 683-8416
e-mail: mschlaifer@amcp.org
or
Peter H. Vlasses, PharmD, DSc (Hon), BCPS, FCCP
Executive Director
Accreditation Council for Pharmacy Education (ACPE)
135 S. LaSalle Street, Suite 4100
Chicago, IL 60603-4810
(312) 664-3575
e-mail: pvlasses@acpe-accredit.org
51