The Intersection of Growth Mindset and Accreditation in Pharmacy Education.

OBJECTIVES: To describe existing growth mindset literature within pharmacy and health care education, describe how a growth mindset can be beneficial in the accreditation process, and propose potential ways to promote a growth mindset in faculty, preceptors, students, and staff within pharmacy education. FINDINGS: To help pharmacy learners develop a growth mindset, existing literature emphasizes the need for a shift toward and aligning assessment with a growth mindset, helping to create self-directed adaptive learners, leading to health care providers who can adjust their practice to tackle expected and unexpected challenges throughout their careers. Strategies to create a culture of growth mindset identified include training faculty and learners on growth mindset and developing new assessments that track a learner's growth. Recommendations for pharmacy educators include encouraging educators to assess their own growth mindset and use a variety of teaching methods and provide feedback on learner effort that encourages the process of learning rather than focusing on individual attributes, traits, and results. SUMMARY: Growth mindset intersects with accreditation standards for both professional degree programs and providers of continuing pharmacy education. Continuing professional development process is one way to encourage faculty, staff, and students to develop a growth mindset. While a growth mindset can have many positive impacts on pharmacy accreditation, it is essential to recognize that achieving and maintaining accreditation is a multifaceted process involving numerous factors. A growth mindset can positively influence pharmacy education accreditation by fostering a culture of continuous improvement, innovation, resilience, student-centeredness, data-driven decision-making, collaboration, and effective leadership.

Considerations for Faculty and Presenters in Interprofessional Continuing Education.

Interprofessional (IP) continuing education (IPCE) has evolved to focus on team performance and a commitment to education delivery that enables team members to learn from, with, and about each other. Evidence shows substantial benefits from IPCE that improve team-work, care delivery, and patient outcomes. Continuing professional development and IPCE faculty and presenters play a key role in IPCE and must understand the tenets of IPCE and how to facilitate the learning of an IP team. This column will focus on the role of faculty and presenters in IPCE activities to enhance effective collaboration and improve health outcomes. [J Contin Educ Nurs. 2022;53(10):432-435.].