The Report of the 2020-2021 Professional Affairs Standing Committee: Pharmacists' Unique Role and Integration in Healthcare Settings.

EXECUTIVE SUMMARY The 2020-21 Professional Affairs Committee was charged to (1) Read all six reports from the 2019-20 AACP standing committees to identify elements of these reports that are relevant to the committee's work this year; (2) Identify opportunities and models of integration of pharmacist care services in physician and other health provider practices beyond primary care; (3) Differentiate and make the case for the integration of pharmacist care services from that of other mid-level providers; and (4) From the work on the aforementioned charges, identify salient activities for the Center To Accelerate Pharmacy Practice Transformation and Academic Innovation (CTAP) for consideration by the AACP Strategic Planning Committee and AACP staff. This report provides information on the committee's process to address the committee charges, describes the rationale for and the results from a call to colleges and schools of pharmacy to provide information on their integrating pharmacist care services in physician and other health provider practices beyond primary care practice, and discusses how pharmacist-provided patient care services differ from those provided by other healthcare providers. The committee offers a revision to a current association policy statement, a proposed policy statement as well as recommendations to CTAP and AACP and suggestions to colleges and schools of pharmacy pertaining to the committee charges.

The Report of the 2019-2020 Professional Affairs Standing Committee: Pharmacist Integration with Primary Care Practices.

The 2019-2020 Professional Affairs Committee was charged to (1) Describe the leadership role of schools of pharmacy in advancing interprofessional practice, with an emphasis on physician-pharmacist collaborative relationships; (2) Establish an inventory of resources that can support school efforts to grow collaborative partnerships between pharmacists and physicians; (3) Determine gaps that exist in the resources required to support schools in efforts to facilitate expansion of interprofessional partnerships; and (4) Define strategies and draft an action plan for AACP's role in facilitating member school efforts to accelerate the development of interprofessional practices within their geography of influence. This report provides information on the committee's process to address the committee charges as well as background and resources pertaining to the charges, describes the rationale for and the results from the focus groups conducted at the 2020 AACP Interim Meeting, communicates the results of an initial inventory of models that integrate pharmacists with primary care practices, and provides an overview on issues to continue the work to integrate pharmacists with primary care practices. The committee offered several revisions to current association policy statements and provided a proposed policy statement and several recommendations to AACP pertaining to the committee charges.

The Report of the 2018-2019 Professional Affairs Standing Committee: The Role of Educators in Pharmacy Practice Transformation.

The 2018-2019 Professional Affairs Committee examined the potential roles and needs of clinical educators (faculty and preceptors) in leading transformation in pharmacy practice. The committee was charged to (1) discuss the potential roles and responsibilities of faculty and preceptors leading transformation and enhanced patient care services in pharmacy practice; (2) describe factors, including clinician well-being and resilience, which may influence faculty and preceptor involvement in practice transformation and the enhancement of patient care services; and (3) recommend how the efforts and successes of faculty and preceptors involved in pharmacy practice transformation can be replicated and recognized as well as identify the types of continuing professional development (CPD) that should be available to enable the influence and implementation of patient care services. This report provides a framework for addressing the committee charges by examining the roles of advocacy, collaboration, continuing professional development, and clinician resilience and well-being. The committee provides a revision to a current AACP policy regarding continuing professional development as well as several recommendations to AACP and suggestions to colleges and schools of pharmacy pertaining to the committee charges.

Factors influencing professional state association membership decisions among recent pharmacy graduates.

INTRODUCTION: State pharmacy association membership levels have remained stagnant in recent years despite active student organization involvement among student pharmacists and an increased number of pharmacy schools producing new pharmacy graduates in the United States. The objective of this project was to examine factors considered by recent pharmacy graduates when deciding to join state pharmacy associations. METHODS: A 16-item cross sectional survey of recent pharmacy graduates collected respondents' demographic profile, professional student organization involvement, association memberships, and membership decision factors. RESULTS: The most influential factors in membership decisions included continuing education (62.8%), opportunity to advance pharmacy practice (51.1%), email updates (39.4%), and networking opportunities (37.2%). State pharmacy association meeting attendance (p = 0.004 and p = 0.028 for the Kentucky Society of Health-System Pharmacists and the Kentucky Pharmacists Association respectively), student organization membership (p = 0.038), committee service (p = 0.025), and state association board participation (p = 0.021) during pharmacy education increases the likelihood of membership in state associations. CONCLUSIONS: Early engagement in state pharmacy associations during pharmacy school improves the likelihood of new practitioner membership. Pharmacy schools should engage with state association leaders to promote student committee participation, association board participation, and attendance at state meetings to ensure the continued success of state pharmacy associations.

Debating the Effectiveness and Necessity of Tenure in Pharmacy Education.

Academic tenure is a controversial and highly debated topic. Is tenure truly outdated or does it simply need to be reformed? On one hand, the tenure system has shortcomings including deincentivizing productive faculty members, inconsistent application of tenure policies and procedures, and the potential for discrimination during tenure decisions. On the other hand, the tenure system is a long held tradition in the academy, essential in higher education to ensure academic standards and values are upheld in the best interest of students. It provides faculty members with the academic freedom to try innovative teaching strategies and conduct research and assists with faculty retention and recruitment. Regardless of one's opinion, the tenure debate is not going away and warrants further discussion. This paper represents the work of a group of academic leaders participating in the 2014-2015 AACP Academic Leadership Fellowship Program. This work was presented as a debate at the 2015 AACP Interim Meeting in Austin, TX in February 2015.

Using administrative data for your research project: 10 considerations before you begin.

With increasing pressure to conduct research during residency training, and given the availability of administrative claims data, pharmacy residents will likely consider using large administrative databases for their research project. With competing time commitments and the short duration of residencies, residents and their preceptors must consider the 10 factors outlined above in order to produce a thoughtful, clinically relevant research project. While this discussion focused on the completion of a residency research project, these topics are also relevant to a broader pharmacy audience. Colleges of pharmacy are increasingly requiring research projects as part of their curriculum, and pharmacy students and practitioners often consider obtaining additional degrees requiring a research component. Both students and practitioners can use the guidance provided herein when planning research projects and investigations to aid in the successful completion of research using administrative claims data.

A pilot common reading experience to integrate basic and clinical sciences in pharmacy education.

OBJECTIVE: To use a common reading experience that engages students in academic discourse both before and during a PharmD degree program and introduces students to basic science and ethical foundations in health care. DESIGN: First-year (P1) pharmacy students were assigned a nonfiction text to read during the summer prior to admission to be followed by facilitated discussions. Activities using the text were integrated into the first-year curriculum. Pre-experience and post-experience student and faculty survey instruments were administered. ASSESSMENT: Students and faculty members reported that 3 first-year courses used the text. Students noted that the text's historical perspective enhanced their understanding of both healthcare delivery and clinical research. Most students (78%) recommended continuation of the common reading experience activity. CONCLUSION: Students and participating faculty members found the common reading experience, which provided a hub for discussion around issues such as health literacy and ethical treatment of patients, to be a positive addition to the curriculum. Future intentions for this project include expansion across all healthcare colleges at the university.

Using Facebook as an informal learning environment.

OBJECTIVE: To create, implement, and assess the effectiveness of an optional Facebook activity intended to expose students to contemporary business issues not covered in the core content of a pharmacy management and leadership course and to perspectives of experts and thought leaders external to their university. DESIGN: An informal learning strategy was used to create a Facebook group page and guest experts were identified and invited to submit posts pertaining to business-related topics. Students were given instructions for joining the Facebook group but informed that participation was optional. ASSESSMENT: A mixed-methods approach using a student questionnaire, results on examination questions, and a student focus group was used to assess this activity. The informal design with no posting guidelines and no participation requirement was well received by students, who appreciated the unique learning environment and exposure to external experts. CONCLUSIONS: Facebook provides an informal learning environment for presenting contemporary topics and the thoughts of guest experts not affiliated with a college or school, thereby exposing students to relevant "real world" issues.