AACP 2024 Annual Meeting

Objectives

• Define the elements of critical thinking and clinical reasoning in context of performing the PPCP.
• Describe cognitive concepts educators must consider when teaching critical thinking and clinical reasoning.
• Identify teaching strategies for overcoming challenges in teaching critical thinking and clinical reasoning.

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• Describe the role of critical thinking and clinical reasoning in pharmacy practice.
• Compare and contrast potential educational activities that can be used to develop clinical reasoning in the experiential education setting.
• Develop a clinical reasoning activity for learners at a specific introductory and/or advanced pharmacy practice experience site.

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• Describe strategies for infusing critical thinking skill and attribute development using authentic pharmacy cases in pharmaceutics and medicinal chemistry.
• Discuss how basic science knowledge and critical thinking integrate to solve pharmacy problems.
• Discuss the value of the long reach of critical thinking skill and attribute development in foundational pharmacy courses.

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• List critical implicit cognitive steps and strategies you engage in when applying the Pharmacists’ Patient Care Process.
• Explain how thinking-aloud, signposting, scaffolding, and metacognition can foster development of critical thinking skills in pharmacy students.
• Identify strategies to teach the process of critical thinking to pharmacy students.

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• Describe critical thinking and clinical reasoning and how these are measured and developed among learners in real-world healthcare scenarios.
• Demonstrate the application of real-world debate in large classrooms as an active strategy for fostering critical thinking skills.
• Apply a scaffolding strategy to support learners’ development of clinical reasoning on a topic.

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• Identify the impact of cultural differences on critical thinking.
• Formulate personalized and culturally adaptive strategies for enhancing critical thinking.
• Apply concepts of multiculturality in today’s classroom.

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• Define AI in the context of pharmacy education.
• Discuss the potential of AI to enhance critical thinking.
• Identify strategies for incorporating AI tools and exercises into pharmacy coursework.

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• Explain challenges and opportunities related to the assessment of critical thinking.
• Describe methods for effective critical thinking assessment across learning environments (e.g., didactic, skills, and experiential coursework).
• Identify at least one appropriate strategy for critical thinking assessment that can be implemented in an existing course or learning activity.

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• Explain the role pharmacists can and should play in diagnosis.
• Identify individual, team, and system competencies for diagnosis from the Consensus Curriculum on Diagnosis.
• Apply methods for teaching and assessing diagnosis with pharmacy students.

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• Define AI in the context of pharmacy education.
• Discuss the potential of AI to enhance critical thinking.
• Identify strategies for incorporating AI tools and exercises into pharmacy coursework.

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• Outline the 4 steps for teaching critical thinking across the curriculum
• Define critical thinking.
• Identify 4 barriers to critical thinking skills.
• List 3 tools that can be used to assess student critical thinking and barriers to critical thinking.
• State 4 strategies to develop students’ critical thinking skills.

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• Identify barriers and obstacles in online/remote environments.
• Define how critical thinking as a subset of cognitive skills can be applied in a virtual classroom.
• Describe opportunities to transition learner content from traditional to virtual.

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• Recognize the various aspects of social determinants of health (SDoH).
• Identify strategies to integrate SDoH in patient care recommendations and clinical decision making in classroom and experiential settings.
• Discuss practice assessment tools and methods which can be used to evaluate student application of SDoH in clinical reasoning.

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• Synthesize key points about hallmarks of good critical thinking and teaching it well.
• Create an action plan for sharing with others at our own institution in ways that facilitate change.

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• Describe how different ethical frameworks can be used to review and assess pharmacy practice scenarios.
• Recall legal and professional considerations which have bearing on conscience-based choices in pharmacy practice
• Apply relevant ethical frameworks and legal considerations to real-life case studies to illustrate the role of conscience in ethical decision-making within the pharmacy profession.

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• Recognize the limitations of most PharmD curricula with respect to biologic therapeutics coverage.
• Describe the pharmacists' role in addressing the needs of patients/providers related to biologic therapeutics.
• Implement curricular revisions by incorporating biologic therapeutics topics using innovative teaching methods.

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• Describe the importance of inclusion of pediatric-focused topics in pharmacy school curricula
• Discuss challenges associated with determining how and where to include pediatric-focused topics in pharmacy school curricula.
• Compare and contrast the benefits and challenges of having pediatrics content delivered as a separate course versus integrated throughout the curriculum in multiple core courses.

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• Discuss the critical role of research in improving patient care and advancing the pharmacy profession, emphasizing the need for standardized recommendations in research competence
• Describe the collaborative approach and methodology used in the development of research Entrustable Professional Activities (EPAs)
• Identify strategies to implement research EPAs in their own institutions

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• Describe whole-person care and its components.
• List strategies to increase components of whole-person and person-centered care in teaching methods and resources.
• Develop a plan to apply a whole-person and person-centered care framework when designing or revising learning activities for pharmacy students.

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• Summarize the fundamentals and capabilities of artificial intelligence (AI) language models, specifically platforms like ChatGPT.
• Describe prompt engineering and how it influences the capabilities of AI language models.
• Apply prompt engineering to optimize interactions and outcomes using AI-powered tools.

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• Describe three programs to involve students in curricular development, teaching, and learner coaching
• Identify one gap/need which could be addressed by incorporating student interns, teachers, or coaches

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• Describe processes for integrating digital health tools within module and skills-based courses.
• Develop a structured approach to integrate digital health tools at your home institution.

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• Select didactic teaching strategies that improve pharmacy students’ tolerance for ambiguity in healthcare.
• Describe methods for assessing pharmacy students’ ability to effectively cope with situations and problems that lack clear and straightforward solutions or present uncertainty.

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• Identify factors to consider for admissions applications reviews.
• Discuss options that give the institution more information than self-reported race or ethnicity.

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• Describe the Cognitive Apprenticeship framework and how it makes expert thinking accessible
• Evaluate Cognitive Apprenticeship strategies that can be applied to enhance learning environments

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• Describe how pre-assessment activities and subsequent early intervention strategies contribute to student self-awareness, engagement, and academic success.
• Create a plan for implementing one or more early identification and intervention strategy within a participant’s course or program.

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• Identify the signs of curricular assessment overload within pharmacy curricula and its impact on student learning and well-being.
• Discuss strategies for balancing assessment methods and creating more effective and sustainable evaluation practices in pharmacy education.
• Evaluate possible actions for institutions to address curricular assessment overload, fostering a more conducive learning environment for pharmacy students and sustainable assessment-related workload for faculty.

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• Describe the landscape of how schools/colleges of pharmacy are assessing APPE readiness.
• Summarize how schools/colleges of pharmacy are utilizing and remediating skills-based assessments when determining APPE readiness.
• Discuss strategies for developing and/or optimizing an APPE readiness plan that encompasses assessment of knowledge, skills, and attitudes.

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• Integrate the resources presented in the AACP Advocacy Guide when creating advocacy programming.
• Compare and contrast approaches to working with different stakeholders and audiences for advocacy: local, state, and national.
• Develop sustainable methods of implementing an advocacy program within a school/college of pharmacy or other setting.

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• Discuss the constructs and context that surround the idea of doing more with less in academia
• Discuss the constructs and context that surround the idea of doing more with less in academia
• Discuss the constructs and context that surround the idea of doing more with less in academia

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• Describe Social Determinants of Health (SDOH) in context of Healthy People 2030 objectives.
• Identify exemplar teaching and assessment models of SDOH and Healthy People 2030 integration into didactic and experiential curricula.
• Examine opportunities for community partnerships and advocacy to advance health equity.

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• Review the literature on psychosocial workforce hazards and how they can impact faculty, staff and organizations within the Academy.
• Discuss the results of a qualitative study of pharmacy administrators and their identified risks, barriers and strategies that may impact well-being at their institutions.
• Adopt strategies to protect mental health, respond to burnout and promote well-being with stakeholders across the organization.

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• Describe the importance of fostering belonging in your college or school of pharmacy, as it relates to recruitment.
• Apply belonging strategies to change policy or practices to improve belonging in a case study.
• Asses the usability of the belonging strategies outline at your own college or school of pharmacy and provide feedback.

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• Identify teaching pedagogies that can be incorporated into a pharmacy calculations course.
• Describe technologies that can be used to engage students and enhance student learning.

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• Identify current practices surrounding student success and transitions to professional programs.
• Summarize how the bridging course's design meets contemporary needs and provides early identification of individual student gaps.

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• Describe the fundamental principles and regulatory considerations of Digital Therapeutics and how pharmacists will interact with this technology.
• Discuss approaches to integrating instruction in Digital Therapeutics into pharmacy curricula.

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• List equitable practices employed by other areas of higher education that you could adopt at your program.
• Create two probing questions you can use to encourage faculty members to consider equity implications of their course assessments.

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• Identify three challenges facing the integration of key foundational sciences concepts with clinical sciences in pharmacy curriculum
• Identify key foundational science concepts for a specific disease state and develop objectives mapped to pharmacy standards using the framework provided

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• Identify tools that can be used to identify experiential practice sites that serve diverse populations.
• Explain how to utilize these tools, their limitations, and ways to leverage them for results.

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• Describe how artificial intelligence (AI) can be implemented for competency assessment for evaluating practice readiness.
• Discuss approaches using AI that allows students to undertake self-assessment and practice clinical skills within pharmacy curricula.
• Identify how AI can be used to improve student feedback and improve simulation assessment.

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• Describe challenges with scholarly productivity during professional and/or personal transitions.
• Identify evidence-based opportunities for sustaining scholarship during transitions.
• Create a specific action plan for maintaining scholarly resilience during a current or anticipated transition.

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• Compare the potential benefits and limitations of a virtual versus in-person modality for experiential site visits
• Develop an individualized plan to optimize use of virtual and in-person site visit modalities to meet programmatic goals.

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• Use a data analytics and visualization selection diagram to choose all possible data types and corresponding analytics to answer a given evaluation question.
• Explain their choice of data visual using the visualization principles they learned from the presentation.

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• Identify potential areas of variation in perceptions of professional behavior among learners and educators.
• Given a scenario, apply strategies for approaching professionalism conversations and developing a plan.

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• Describe longitudinal IPE curriculum strategies that promote collaborative practice readiness.
• Identify longitudinal IPE assessment strategies to evaluate student competency development of the new 2023 IPEC Competencies.

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• Summarize the national trends of work-family conflict and family-work conflict in US pharmacy faculty with children
• Identify causes and impact of work-family conflict and family-work conflict before the COVID-19 pandemic and in the current state
• Describe practices to mitigate work-family conflict and family-work conflict

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• Describe self-reported factors for?pharmacy faculty attrition and retention.
• Recognize the impact of faculty attrition in the workplace.
• Generate two potential strategies to promote faculty retention and improve workplace morale at your institution.

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• Recognize how online creative scholarly works, including podcasting and social media, can improve student learning and engagement.
• Describe how faculty can consume or create creative scholarly works to improve knowledge, stay up-to-date, expand their network, and contribute to their promotion packet.
• Identify best practices to evaluate creative scholarly works for indicators of content quality.

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• Describe the role of diversity, equity, inclusion, and anti-racism (DEIA) work in pharmacy education to advance health equity.
• Identify resistance to DEIA through the framework of denial, disengagement, derailment.
• Formulate strategies that can be used to mitigate DEIA resistance at an interpersonal, organizational, and state policy level using case studies.

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• Compare and contrast strategies for placing students in rural settings as a means of addressing strain on urban hub preceptor and site capacity and availability.
• Identify solutions for overcoming common challenges experienced by students and colleges/schools in facilitating rural experiential education opportunities.
• Articulate common needs of rural pharmacist preceptors to address rural preceptor recruitment, development, and retention.

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• Discuss the COEPA and their relation to the draft of the 2025 ACPE Standards through the lens of its impact on assessment activities in PharmD programs.
• Using guided activities throughout the workshop, conduct an assessment needs analysis to support the implementation of COEPA and ACPE Standards 2025 based on identified changes to outcomes/EPAs that may impact your assessment plan.
• Create an outline and action items for updating your PharmD assessment plan to incorporate COEPA and ACPE Standards 2025.

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• Describe social determinants of education and their potential impact on student success.
• Outline strategies for identifying social determinants of education among pharmacy learners.

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• Identify innovative curricular assessment processes that target curricular overload and maintain curricular load post-revision
• Identify strategies to overcome barriers during the implementation of curricular assessment
• Create an action plan to implement curricular assessment in their program

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• Explain the importance of librarians to pharmacy education and systematic reviews
• Identify themes and lessons learned from the results of the systematic review of DILS-specific SOTL.
• Develop applications of the systematic review process and database creation for other pharmacy specialties and disciplines.

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• Describe artificial intelligence concepts that can be used to develop high-quality and low-cost computer-based simulations.
• Identify different software programs and modalities that can be used to build computer-based cases.
• Outline strategies to implement computer-based cases in various courses and to map assessments to the COEPA educational outcomes.

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• Describe the theories behind Professional Identity Formation (PIF) and how PIF can be augmented using Interprofessional Education (IPE).
• Discuss examples of IPE activities and associated assessments that could be used to evaluate PIF development
• Develop a plan to fortify PIF using IPE at one's own institution

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• Identify two key challenges related to faculty workload in pharmacy education from two different perspectives (faculty, department chair, or dean)
• Describe how a workload analysis tool can be used to improve workload balance
• Summarize how effective workload management can benefit faculty performance, departmental harmony, and institutional progress

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• Identify clarifying questions that faculty members should ask before, during, and after an interim appointment.
• Outline ways in which succession planning can be utilized by organizations during times of transition.
• Evaluate case scenarios from individual and organizational perspectives to apply strategies learned.

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• Compare and contrast rapid and traditional qualitative research methods.
• Evaluate rapid qualitative research methods and their application to pharmacy education scholarship

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• Identify artificial intelligence technology with its associated functionality.
• Evaluate opportunities and limitations to implementation within pharmacy education.

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• Recall examples of how the history of pharmacy has been integrated into administrative, science, and clinical courses.
• Develop a pharmacy history activity that complements content in a required pharmacy course.

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• Summarize the need for pharmacy students to develop skills to help patients in a mental health crisis.
• Generate ideas for an activity to integrate suicide prevention training and simulation into a pharmacy curriculum.
• Identify ways to help students feel safe during educational activities that discuss suicide.

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• Identify key principles in implementation science that can be utilized in leading effective practice innovation.
• Develop a list of opportunities for local or regional practice transformation with key stakeholders across education, practice and payer communities.
• Outline an initial strategic action plan for practice transformation leadership at one’s own institution.

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• Discuss the role and principles of andragogy and its application, distinguishing it from traditional pedagogical approaches to educating students.
• Describe how an innovative administration and leadership master’s program incorporated principles of andragogy and the effects program design has had on students, students’ employers while completing the program, and the continued growth of the program.
• Examine professional activities and principles of andragogy to implement in their own institutions/programs.

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• Describe the role of a curriculum committee in curricular governance.
• Describe the role of an assessment committee in curricular governance.
• Identify strategies to optimize curriculum and assessment committee collaborations.

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• Explain the importance of Professional Identity Formation in pharmacy education.
• List examples of opportunities and activities that support Professional Identity Formation during Introductory Professional Pharmacy Experiences (IPPEs) at three different colleges of pharmacy.
• Describe strategies to further PIF in IPPEs at one’s own institution.

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• Examine distinguishing aspects of fixed and growth mindset that may be observed in learners and yourself.
• Predict potential benefits of incorporating growth mindset in to a PharmD curriculum.
• Apply strategies to foster growth mindset in student pharmacists in didactic and experiential education settings.

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• Review the importance of introducing the CPD Process to student pharmacists early and practicing often in the pre-APPE pharmacy degree program.
• Identify various curricular components and strategies in which CPD exercises could be developed for insertion into the pre-APPE curriculum and co-curriculum.
• Devise authentic learning activities to implement in the pre-APPE curriculum to engage students in the CPD process.

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• Discuss the potential professional and legal ramifications concerning academic freedom and self-expression in pharmacy education.
• Utilize best practices and expert resources to make informed decisions and guide policy making concerning academic freedom.
• Practice effective strategies to enhance institutional culture concerning academic freedom.

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• Discuss curricula for residency and fellowship preparation.
• Summarize strategies for residency and fellowship preparation.

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• Explain how AI tools are currently being used in pharmacy education and pharmacy practice
• Describe strategies for exposing students to AI concepts with a focus on their applications in drug information courses

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• Reflect on the DEI landscape and recognize systemic challenges.
• Describe evidenced based organizational strategies at institutions with uniquely different infrastructures and needs to improve cultural intelligence.
• Outline a strategy for engaging key stakeholders and assessing institutional impact.

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• Discuss the current state of the pharmacist job market, emphasizing the need for expansion of pharmacist career opportunities
• Describe approaches implemented to expand student awareness in non-direct patient care areas and provide students with the requisite knowledge and skills to be competitive for and successful in these positions upon graduation
• Identify strategies to incorporate within their own institutions to support student interest in non-direct patient care areas

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• Discuss the four levels of psychological safety and the associated social factors in each of these levels to promote a psychologically safe learning environment and work culture.
• Identify 2-4 strategies to promote inclusion, learner, contributor, and challenger safety in their specific educational setting(s) that could be implemented in their college/school of pharmacy.
• Explain the relationship between inclusion, learner, contributor, and challenger safety and define 2-4 strategies to foster a psychologically safe culture and subcultures within their college/school.

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• Discuss the importance of utilizing inclusive language across and within the many of the roles of a pharmacy educator.
• Apply principles of inclusive language to pharmacy recruiting and retention efforts.
• Propose specific methodologies to incorporate inclusive language within the didactic and experiential curriculum, as well as post graduate training.

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• Identify racial and ethnic microaggressions that occur in faculty interviews.
• Apply strategies to make interviews more inclusive for ethnically and racially marginalized faculty members.

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• Discuss the benefits and challenges with implementing contract grading into skills-based courses.
• Design a contract grading template for use within a skills-based course.

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• Outline steps for developing a standard APPE exam and associated policies for implementation.
• Identify strategies for implementation of a standard APPE examination at one’s own institution.

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• Define the process and the components of the Continuing Professional Development (CPD) cycle.
• Describe strategies to implement CPD in different settings (i.e., colleges and schools of pharmacy, healthcare systems).
• Design a CPD program for a cohort of pharmacy learners relevant to you (i.e., students, technicians, pharmacists, preceptors, faculty, etc.)

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• Describe the concept and prevalence of failure to fail within US pharmacy experiential education
• Identify barriers to preceptors assigning a failing grade in the experiential setting and factors affecting willingness to report poor clinical performance.
• Implement solutions that assist preceptors in supporting underperforming students and in determining a final grade.

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• Describe the key areas within Economic, Social, and Administrative Sciences (ESAS) that require adaptation in the pharmacy curriculum to align with the needs of the 2030 PharmD graduate.
• Identify specific gaps within participant’s home institution's ESAS curriculum by completing an inventory worksheet.
• Develop an actionable plan for implementing changes in the ESAS courses at their home institution to ensure a smooth and effective update of contents.

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• Identify the critical link between climate change and pharmacy practice
• Discuss barriers and facilitators towards integrating climate health content within pharmacy curricula
• Identify opportunities to increase adoption and integration of climate and health topics within pharmacy curricula

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• Identify the critical link between climate change and pharmacy practice
• Discuss barriers and facilitators towards integrating climate health content within pharmacy curricula
• Identify opportunities to increase adoption and integration of climate and health topics within pharmacy curricula

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• Evaluate the potential subjectivity in individual entrustability-based assessments based upon the complexity of the practice setting and other factors.
• Formulate appropriate methods of mitigating this subjectivity within a specific practice setting and across practice settings within an experiential education program.

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• Describe principles and techniques for incorporating ChatGPT into pharmacy ethics instruction, including developing and assessing ethical scenarios and activities for use in the classroom.
• Explain the necessary requirements for creating engaging, AI-assisted ethics teaching materials that resonate with students and align with contemporary pharmacy practice.

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• Identify traditional faculty activities that can be completed by professional staff in a School of Pharmacy.
• Summarize benefits of expanded staff roles on staff, faculty and institution.

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• Identify how a COEPA rubric may be utilized in skills labs to prospectively assess student growth across the curriculum and readiness prior to experiential learning.
• Match an appropriate skills lab activity task with the appropriate COEPA.

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• Explain the purpose of the ACCP didactic pharmacotherapy toolkit and the process for revision amid the national discussion on curricular overload.
• Describe specific changes made from the 2019 ACCP didactic pharmacotherapy toolkit to the revised 2023 toolkit.
• Develop an action plan to implement strategies at your home institution to optimize and align the pharmacotherapy curriculum with toolkit updates.

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• Describe strategies to address biases surrounding age in the workplace, classroom, and clinical settings.
• Discuss methods of bridging experience gaps to leverage strengths in the workplace, classroom, and clinical settings.
• Formulate strategies to combat ageism in their personal and professional lives.

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• Describe the challenges and opportunities associated with creating a culture of well-being through the incorporation of MHFA training into pharmacy education.
• Discuss the results of a nationwide survey assessing MHFA incorporation into pharmacy curricula within private and public institutions.
• Develop an action plan for integrating MHFA as a component of creating a culture of well-being in pharmacy programs.

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• List key takeaways from the AACP AI Institute to connect AI resources with pharmacy curricula.
• Suggest approaches to teaching AI concepts that can improve comprehension of AI tools for pharmacy students.
• List real-world examples of AI in pharmacy training propose initiatives for adoption of AI in individual institutions.

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• Describe the gap in literature related to EBM in US pharmacy practice.
• Summarize the methodology and results of the survey-based study of practicing pharmacists and EBM.
• Evaluate their own EBM skills and curriculum and identify new curriculum opportunities.

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• Compare and contrast traditional and alternative grading systems.
• Develop a plan to integrate one or more alternative grading strategies in an elective or required PharmD or graduate course.
• Identify approaches to navigate potential challenges when implementing alternative grading strategies in elective and required PharmD or graduate courses.

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• Discuss the role of colleges or schools of pharmacy in advocating for improved pharmacy working conditions.
• Analyze strategies to advocate for change in pharmacy law licensure examinations.
• Formulate a plan to advocate for the standard of care regulatory model for pharmacy.

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• Identify four strategies that can improve the visibility of their publications and make them more easily findable by other scholars.
• Apply evidence-based methods to increase the research impact of their future publications.

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• Analyze the key elements of project-based learning and layered mentoring and their alignment with curricular outcomes and entrustable professional activities.
• Examine opportunities to integrate this learning model in required curricular and co-curricular experiences.

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• Describe the pharmacist’s role in harm reduction in the context of drug use.
• Discuss current examples of harm reduction instruction within pharmacy education.
• Identify opportunities and strategies for incorporating harm reduction within pharmacy curricula while being cognizant of the institutional challenges surrounding the incorporation of this content.

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• Describe key concepts in the Behavior Change Wheel (BCW) and Theoretical Domains Framework (TDF).
• Examine resistance factors and interventions related to curricular innovation.
• Discuss situations where participants can apply the use of BCW and TDF.

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• Identify the key components of implementing a social determinants of health (SDOH) Introductory Pharmacy Practice Experience (IPPE)
• Formulate strategies for fostering effective collaborations between academic institutions and community pharmacy partners to develop similar IPPE initiatives.

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• Explain the concept of "prompt engineering" in the context of the generative artificial intelligence (AI) tool, ChatGPT.
• Engineer effective ChatGPT prompts tailored to didactic and experiential pharmacy education settings.

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• Identify an admissions-related evaluation question relevant to their institution or stakeholders.
• Determine appropriate data sources and analytic strategies that help answer their admissions-related question.

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• Utilize principles of backward design and mindfulness when revising individual teaching sessions in order to reduce content overload.
• Apply the Mindful Streamlining Self-Assessment Tool to revise an individual teaching session.

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• Differentiate decisions made by interim leaders that are within their control from those influenced by external factors.
• Outline mentoring needed during an interim leadership role.
• Implement practical approaches to interim leadership to navigate challenges unique to limited-term positions.

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• Discuss strategies to enhance preceptor engagement in the design of the experiential assessment process.
• Prioritize an action item to better align your institution’s APPE Evaluation with COEPA.
• Outline aspects of developing and implementing an APPE evaluation tool that can be streamlined by collaborating with regionally located pharmacy programs.

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• Describe how students gain proficiency in interpreting PGx test results and communicating PGx-based therapy recommendations effectively to providers and patients through simulating pharmacogenetic (PGx) testing in the laboratory
• Explain how interdisciplinary vertical and horizontal integration of various techniques may promote pharmacogenomics didactic learning.
• Recognize various steps to designing, facilitating, and evaluating a virtual interprofessional pharmacogenomics activity that effectively promotes collaboration and pharmacogenomics knowledge sharing among healthcare professionals.

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• Outline components of the cognitive apprenticeship framework that may be used to individualize virtual simulations.
• Describe three different ways virtual simulation can be used to enhance student learning
• Appraise free/low cost programs to create virtual simulations.

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• Describe use of Objective Structured Teaching Exercises (OSTE) for preceptor development.
• Evaluate the use of an OSTE format to engage preceptors in difficult conversations related to racial identities.
• Draft an OSTE scenario that could be integrated into preceptor development training.

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• Articulate the requirements for implementation and analysis of programmatic success within a competency-based education (CBE) curriculum.
• Analyze the barriers and successes with the implementation of a CBE curriculum.
• Justify adoption or avoidance of implementing CBE within schools and colleges of pharmacy through role play with other participants.

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• Describe the impact enrichment materials have on promoting students’ engagement with law content and subsequent student assessment performance in a Doctor of Pharmacy required law course.
• Develop a potential plan for increasing enrichment opportunities for law content in one’s own Doctor of Pharmacy law curriculum.

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• Discuss the role of Grit in positively impacting student pharmacist academic success.
• Create grit-development scenarios for either curricular or admissions process implementation at their own institution.

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• Identify common barriers to designing and implementing a curriculum revision for a Doctor of Pharmacy program that includes a data-driven approach for analysis and implementation.
• Compare the advantages and disadvantages of using a curriculum revision with a "marathon" versus a "sprint” approach.

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• List three best practices to facilitate equity-minded reform of faculty promotion and tenure policies.
• Describe four guiding principles to integrate equity, diversity and inclusion principles into faculty promotion and tenure policies.

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• Describe diverse self-care therapeutics teaching strategies and their success metrics, including student satisfaction, faculty ease of use, required resources, and scalability.
• Outline the factors used in the Yelp-like rating system (student satisfaction, faculty ease of use, resource requirements, scalability, etc.) to understand how these elements impact the selection of strategies for integration into their own teaching methods.
• Discuss opportunities to implement at least one strategy in their institution's self-care therapeutics courses.

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CE Hours

Objectives

• Define Classroom Observation Protocol for Undergraduate STEM (COPUS) and its utility as a classroom observation tool.
• Practice utilizing the COPUS tool to evaluate instructor and student classroom behaviors.
• Apply the COPUS tool in different evaluation frameworks and learning environments.

Activity Number

CE Hours

Objectives

• Differentiate between cultural competency, cultural humility, and culture-affirming care and their impact on achieving health equity
• Describe examples of how cultural competency education can be structured in various methods of delivery (professional skills lab, didactic courses, experiential)
• Choose assessment techniques that you can use to measure CC care amongst student pharmacists across the didactic and experiential setting

Activity Number

CE Hours

Objectives

• Describe the changing landscape of sterile compounding requirements and education.
• Evaluate examples of educational techniques utilized at 3 different colleges/schools of pharmacy.
• Create a plan to implement new guidelines into teaching topics, including teaching designs, assessment techniques, remediation, and collaboration with experiential education.

Activity Number

CE Hours

Objectives

• Describe the impact of social connection on workplace culture and health
• Practice applying key skills and strategies to build social connection (from the GGSC Bridging Differences Playbook; listen with compassion, find shared identities, identify common goals)
• Design an institutional level intervention to promote social connection (utilizing concepts learned in the session)

Activity Number

CE Hours

Objectives

• Describe the importance of and best practices related to mapping of pharmacy curricula.
• List strategies for addressing the challenges associated with curriculum mapping.
• Compare a diverse array of software and technology solutions that could potentially be used in facilitating curriculum mapping

Activity Number

CE Hours

Objectives

• Identify the top five topic areas in which most calls-to-action were published in the pharmacy academy.
• Describe the published outcomes of the top call-to-action papers in the pharmacy academy.
• Determine three necessary steps in achieving positive outcomes for calls-to-action in the pharmacy profession.

Activity Number

CE Hours

Objectives

• Describe the core tenets of Essentialism and application to pharmacy educators roles.
• Evaluate which activities and opportunities are essential and will have high professional impact based on the principles of essentialism.
• Utilize tools/frameworks introduced to select current professional activities to start or stop in order to increase impact.

Activity Number

CE Hours