An Integrative Review of Micro-Credentials and Digital Badges for Pharmacy Educators.

Micro-credentials (MCs) and digital badges (DBs) have gained popularity in recent years as a means to supplement traditional degrees and certifications. MCs and DBs can play a significant role in supporting student-centered learning by offering personalized and flexible learning pathways, emphasizing real-world relevance and practical skills, and fostering a culture of continuous learning and growth. However, barriers currently exist within health professions education, including pharmacy education, that could limit the full adoption and implementation of MCs and DBs. Research on the use of MCs and DBs in Doctor of Pharmacy degree programs is sparse. In this integrative review, literature on the use of MCs and DBs in health professions education is reviewed, and perspectives on the benefits, issues, and potential future uses within Doctor of Pharmacy degree programs are presented.

Women CEO Deans of US Schools and Colleges of Pharmacy.

Objective. Seventy-four women served as chief executive officer (CEO) deans of US schools and colleges of pharmacy from January 1988-December 2020. This study examined the characteristics of those women with the objective of providing information useful for preparing future women deans.Methods. Public domain resources were accessed to obtain information about women pharmacy CEO deans, including names of institution(s) where individuals had served or were serving, dates of service, academic background, whether they were a founding dean, and whether they had served or were serving in other academic higher education positions. Descriptive statistics (means, medians, standard deviations, and percentages) were used for data comparisons (quantitative research). Finally, three early women CEO deans provided perspectives about their deanships (qualitative research).Results. The median length of service was six years for women in office as of December 31, 2020, and eight years for women who had completed deanships. The percentage of deans holding a Doctor of Philosophy (PhD) declined to 32.4%, while there was a concurrent rise in deans having a Doctor of Pharmacy (PharmD) degree (58.8%); 79.4% of deans in office and 77% of all women deans had a professional pharmacy degree (BSPharm, PharmD, or both). Women had served or were currently serving as CEO deans at a wide variety of pharmacy schools. The percentage of schools with women deans has declined in recent years to 24%.Conclusion. Recommendations are put forward to prepare future women deans including increased mentoring and creation of an advanced leadership program aimed at potential deans.

Reexamining the Academic Partnerships with Federal Pharmacy: 2018-19 Argus Commission Report.

The Argus Commission examined the history and current status of progressive pharmacy patient care services across several federal branches of government, including the Veterans Administration, Department of Defense, and the U.S. Public Health Service where officers and civilian pharmacists practice in the Indian Health Service, Bureau of Prisons, Area Health Education Centers and other locations. The engagement of pharmacy faculty, students and residents in these practices was assessed. Colleges and schools of pharmacy advocate for the expansion of the capacity for placement of learners in these progressive practices. AACP is encouraged to establish on going collaborations with federal pharmacy leaders to create new opportunities for partnerships that advance patient care, especially for special populations served in these federal programs.

Vital Directions for Pharmacy Education and Practice: Report of the 2017-18 Argus Commission.

The Argus Commission examined the National Academy of Medicine's publication "Vital Directions for Health and Health Care" and engaged with six guests from outside academic pharmacy to identify the salience of the key issues and recommendations for pharmacy education and practice. To be part of the changing health care system we must prepare graduates and faculty to be patient- and community-centered, to command electronic systems of communication with members of interprofessional teams and to create and apply real-world evidence. Sustainable practice models will depend upon the measurement of performance and the assessment of the value produced by clinicians. To that end, the Commission advances a proposed policy related to the knowledge graduates must possess in key areas, including informatics, data analytics, genomics and value-based payment schemes. This will require new forms of faculty development and engagement between AACP members and their communities.

Aligning the AACP Strategic Engagement Agenda with Key Federal Priorities in Health: Report of the 2016-17 Argus Commission.

The Argus Commission identified three major federal priorities related to health care, including the precision medicine initiative, the Cancer Moonshot and the opioid abuse epidemic. Current activities at the federal level were summarized and an analysis of activities within the profession, and academic pharmacy specifically, was prepared. The implications for pharmacy education, research and practice are compelling in all three areas. Recommendations, suggestions and two policy statements aim to optimize the attention to these priorities by the academy. Further, aligning the AACP Strategic Engagement agenda with the opportunities and threats acknowledged in the analysis is essential.

My First Patient Program to introduce first-year pharmacy students to health promotion and disease prevention.

OBJECTIVES: To implement and assess the effectiveness of a program to teach pharmacy students the importance of taking personal responsibility for their health. DESIGN: The My First Patient Program was created and lectures were incorporated into an existing first-year course to introduce the concepts of health beliefs, behavior modification, stress management, substance abuse, and nutrition. Each student received a comprehensive health screening and health risk assessment which they used to develop a personal health portfolio and identify strategies to attain and/or maintain their personal health goals. ASSESSMENT: Student learning was assessed through written assignments and student reflections, follow-up surveys, and course evaluations. Students' attainment of health goals and their ability to identify their personal health status illustrated the positive impact of the program. CONCLUSION: This program serves as a model for colleges and schools of pharmacy and for other health professions in the instruction of health promotion, disease prevention, and behavior modification.