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The 2021-22 Professional Affairs Committee was charged to (1) Develop a resource guide for member institutions and faculty regarding payment for the practice-related activities of pharmacy faculty; (2) Nominate at least one person for an elected AACP or Council Office; and (3) Consider ways that AACP can improve its financial health. This report describes the methodology and content utilized for the development of an online resource guide for member institutions, faculty, and practice sites regarding the integration of clinical faculties' patient care services into patient care settings, including models for payment and value-based payment structures that can be utilized to support the practice-related activities of faculty. The committee offers a revision to a current association policy statement, a proposed policy statement as well as recommendations to AACP and suggestions to colleges and schools of pharmacy pertaining to the committee charges.

Written by members of the 2021 AACP Professional Affairs Committee, this commentary describes the perspective on why pharmacists should not be classified as "mid-level" providers. Beyond the connotation that this classification implies that there are different levels or a hierarchy of providers, it is important to recognize that all healthcare providers bring unique and essential knowledge and contributions to the healthcare team and to patients. Timely issues germane to pharmacists, including dependent and independent practice, provider status, and professional identity also contribute to the rationale that pharmacists, just like all other healthcare providers, should be classified by their professional identity. While use of the term "mid-level" provider to identify various practitioners may not seem consequential in today's healthcare environment, it is important to recognize that words do matter in attributing value, and the contributions of all healthcare providers should be recognized as equally important to the patient care team.

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.

EXECUTIVE SUMMARYEXECUTIVE SUMMARYThe 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 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.

Background: There is limited research on the scope of health literacy practices employed by front-line providers such as pharmacies. Given the challenge of health literacy aspects in today's society, an analysis of health literacy practices provided in pharmacy settings is warranted. Objective: To investigate how pharmacists assess their primary practice setting for attributes related to health literacy. Methods: An invitation to complete an online survey was sent to a random sample of 1,000 pharmacists practicing in ambulatory-based practice settings in Maryland. A follow-up reminder postcard was sent a month after the initial invitation. The online survey was available for 3 months. The survey instrument was based on the Agency for Healthcare Research and Quality (AHRQ) Pharmacy Health Literacy Assessment Tool. The health literacy areas explored in this study include print materials, verbal communication techniques, and sensitivity to health literacy-related issues. Results: Of the 1000 pharmacists sent the survey, 160 responded to the survey invitation; 113 were able to complete the entire survey. Most (56%) of the respondents were older than 40 years and 68% worked in community pharmacy settings. Pharmacists who completed formal health literacy training and those in community pharmacy practice appeared to provide greater access to easy-to-read printed materials in their health-care settings and were willing to provide competent verbal consultation about medications. Such services are specifically amenable to patients with limited health literacy. This study is limited by the low response rate and by not being generalizable to ambulatory pharmacy settings throughout the US. Conclusions: This study provides insight into the potential for health literacy issues to impact care provided in ambulatory pharmacy practice settings. Pharmacists need additional training regarding health literacy, such as methods to improve communication with patients who have limited health literacy.

The 2017-2018 AACP Professional Affairs Committee addressed the charges of (1) developing a self-reflection/self-assessment tool for pharmacy faculty and preceptors to allow them to assess their capability and confidence with Center for the Advancement of Pharmacy Education (CAPE) Educational Outcomes, the Pharmacists' Patient Care Process (PPCP), and the Entrustable Professional Activities (EPAs) for New Pharmacy Graduates and (2) creation of a plan for AACP to utilize in the development of preceptor continuing education and training programs. This report describes the framework, rationale and process for the development of the Preceptor Self-Assessment Tool for Entrustable Professional Activities for New Pharmacy Graduates (PSAE Tool), the pre-test for the PSAE tool, and the online pilot test and its results for the PSAE Tool. The committee provides recommendations for AACP in the continued development and distribution of the PSAE Tool to the schools of pharmacy. Considerations for AACP and the schools of pharmacy to consider in the continuing professional development (CPD) for all preceptors are also discussed. The committee provides a policy statement, adopted by the AACP House of Delegates, regarding the commitment of AACP regarding the CPD for all preceptors. The committee also provides several recommendations to AACP and suggestions to schools of pharmacy and other stakeholder groups pertaining to the committee charges.

Background and Charges According to the Bylaws of the American Association of Colleges of Pharmacy (AACP), the Professional Affairs Committee is to study issues associated with the professional practice of pharmacy as they relate to pharmaceutical education, and to establish and improve working relationships with other organizations in the field of health affairs. The Committee is encouraged to address related agenda items relevant to its Bylaws charge and to identify issues for consideration by subsequent committees, task forces, commissions, or other groups. President Patricia Chase established the themes of Access, Affordability and Accountability for the 20142015 standing committees. (1) The 2014-2015 Professional Affairs Committee (PAC) was charged with examining the contributions of experiential education to the development of "practice-ready" pharmacy school graduates who are educated and trained for current and future practice. Experiential education, comprised of Introductory Pharmacy Practice Experiences (IPPEs) and Advanced Pharmacy Practice Experiences (APPEs) and represents up to 30% of the pharmacy school curricula, are the entry points for student pharmacists into pharmacy and patient care practice. Specifically, the 2014-2015 Professional Affairs Committee is charged to: (1) Describe the elements that should be present for access to exemplary experiential sites; (2) Identify how student pharmacist readiness for and contributions to experiential education should be considered to illustrate the value to experiential practice sites; and (3) Recommend strategies to the academy to demonstrate its accountability that graduates are "practiceready." Members of the 2015 PAC include individuals representing multiple disciplines across various colleges and schools of pharmacy, as well as professional staff representation from the American Pharmacists Association (APhA), the American Society of Health-Systems Pharmacy (ASHP) and the National Association of Chain Drug Stores (NACDS). The committee began its work by reviewing pertinent background information and resource materials and participating in a conference call to develop an initial strategy for addressing committee charges. The committee members met for a day and a half in Crystal City, Virginia on October 27-28, 2014 to discuss the various facets related to the committee charges, as well as to develop a process and strategies for addressing the charges. Following the process development and delegation of assignments related to the committee charges, the PAC communicated via electronic communications as well as through personal exchanges via telephone and email. In developing the strategy to address their charges, the PAC considered numerous factors that contribute to the current needs, future needs and contributions of "practice-ready" pharmacists. Examination of pertinent issues relevant to both experiential education and pharmacy practice were explored from the perspectives of access, value (the PAC examined the value of experiential education as an applicable aspect of affordability) and accountability. The continued evolution of the healthcare environment, including implications for pharmacists and team-based care from the Patient Protection and Affordable Care Act (PPACA), (2) the expanding role of pharmacists in a dynamically-changing health care system, (3, 4 5 6) and emerging interprofessional, collaborative practice models, such as Patient Centered Medical Homes (4, 7 8) and Affordable Care Organizations, (9) were discussed. The Accreditation Council for Pharmacy Education (ACPE) release of Draft Standards 2016 (10) and the Guidance Document to Draft Standards 2016, (11) which was finalized February 2015, (12,13) are other important aspects that should forecast the content and impact of experiential education. The recently revised Joint Commission of Pharmacy Practitioners (JCPP) Vision for Pharmacists' Practice (14) and the recently approved Pharmacist Patient Care Model, (15) which describes a consistent process of care in the delivery of patient care services by pharmacists, are additional avenues that must be included in all aspects of pharmacy education. …

Objective. To provide an update to the 2007 ASHP-AACP survey by examining the current capacity of hospitals/health systems’ ability to conduct experiential education for doctor of pharmacy students.Methods. Pharmacists identified as pharmacy directors were sent an invitation to participate in an online survey tool. The survey tool asked IPPE- and APPE-specific questions, the nature of support provided by colleges/schools of pharmacy, the types of experiences available for students, and the factors influencing the quality, value, and challenges of experiential education.Results. Four hundred sixty five of the 2,911 surveys sent were completed yielding a response rate of 16%. Respectively, 45.1% and 28.5% of respondents believe that the capacity for APPE and IPPE will increase in the next five years. Overall, respondents believe that students receive a high-quality experiential education (91.4%).Conclusion. The results of this survey provide insight to the capacity, benefits and challenges of experiential e...

BACKGROUND AND CHARGES According to the Bylaws of the American Association of Colleges of Pharmacy (AACP), the Professional Affairs Committee is to study issues associated with the professional practice as they relate to pharmaceutical education, and to establish and improve working relationships with all other organizations in the field of health affairs. The Committee is also encouraged to address related agenda items relevant to its Bylaws charge and to identify issues for consideration by subsequent committees, task forces, commissions, or other groups. President Peggy Piascik established the theme for 2013-2014 as "the relentless pursuit of excellence." (1) President Piascik acknowledges that academic pharmacy is at the crossroads of many areas of change, including the continuing evolution of pharmacy as a profession, how health care is delivered in America and rapid changes in higher education. As the roles of pharmacists continue to change, pharmacy technician roles must also evolve, necessitating changes in pharmacy technician training and education. Specifically, the 2013-2014 Professional Affairs Committee is charged to: (1) Describe the elements that should be present in a quality technician education/ training program; (2) Identify potential role(s) of pharmacy academic institutions and pharmacy faculty in the education, training, and certification of pharmacy technicians; and (3) Recommend strategies to develop collaborations/relationships between schools/colleges of pharmacy and pharmacy technician education/training programs to advance pharmacy practice in the evolving health care system. Members of the Professional Affairs Committee (PAC) include faculty representing multiple disciplines from various schools/colleges of pharmacy, a coordinator from an American Society of Health-Systems Pharmacists (ASHP) accredited pharmacy technician education/ training program as well as professional staff from ASHP, the Pharmacy Technician Certification Board (PTCB) and the Pharmacy Technician Educators Council (PTEC). Prior to an in-person meeting of the committee, pertinent background information and resource materials were distributed, and a conference call was held to develop a strategy for addressing committee charges. The committee members met for a day and a half in Crystal City, Virginia on October 28-29, 2013, to discuss the various facets related to this issue as well as to develop a process and strategies for addressing the charges. Following the process development and delegation of assignments related to the committee charges, the PAC communicated via electronic communications, as well as through personal exchanges via telephone and email. The result is the following report, which discusses the elements and importance of a well educated and trained pharmacy technician workforce and also provides information on current collaborations between schools/ colleges of pharmacy and pharmacy technician education/ training programs. Disseminating the purpose and framework behind these collaborations may assist members of the academy to identify potential strategies and roles for schools/colleges of pharmacy in the education, training and certification of pharmacy technicians. In addition, these examples may help to guide the development of these collaborations at other member institutions. Pharmacy technicians are viable members of the health care sector and are necessary to the pharmacy profession for pharmacists to satisfy the Joint Commissioners of Pharmacy Practice (JCPP)Vision for Pharmacy Practice: (2) Patients achieve optimal health and medication outcomes with pharmacists as essential and accountable providers within patient-centered, team-based health care. Charge 1: Describe the elements that should be present in a quality technician education/training program A pharmacy technician is an individual who, under the supervision of a licensed pharmacist, assists in pharmacy activities that do not require the professional judgment of a pharmacist. …

Purpose Recommendations for the development and support of teaching and learning curriculum (TLC) experiences within postgraduate pharmacy training programs are discussed. Summary Recent attention has turned toward meeting teaching- and learning-related educational outcomes through a programmatic process during the first or second year of postgraduate education. These programs are usually coordinated by schools and colleges of pharmacy and often referred to as “teaching certificate programs,” though no national standards or regulation of these programs currently exists. In an effort to describe the landscape of these programs and to develop a framework for their basic design and content, the American Association of Colleges of Pharmacy Pharmacy Practice Section’s Task Force on Student Engagement and Involvement, with input from the American Society of Health-System Pharmacists, reviewed evidence from the literature and conference proceedings and considered author experience and expertise over a two-year period. The members of the task force created and reached consensus on a policy statement and 12 recommendations to guide the development of best practices of TLC programs. The recommendations address topics such as the value of TLC programs, program content, teaching and learning experiences, feedback for participants, the development of a teaching portfolio, the provision of adequate resources for TLC programs, programmatic assessment and improvement, program transparency, and accreditation. Conclusion TLC programs provide postgraduate participants with valuable knowledge and skills in teaching applicable to the practitioner and academician. Postgraduate programs should be transparent to candidates and seek to ensure the best experiences for participants through systematic program implementation and assessments.

Objective: To determine any differences in career paths and career attributes of pharmacists who have completed a PGY1 community pharmacy residency program (CPRP) as compared to those that have not completed a PGY1 CPRP. Methods: A web-based survey evaluating various aspects of community pharmacists' careers was distributed to 274 CPRP graduates in addition to a random sample of 7,376 community pharmacists. The survey contained 32 questions evaluating various career attributes. Questions that assessed level of agreement were on a 6-point Likert-type Scale (1=strongly disagree; 6=strongly agree). Results: A total of 353 participants completed the survey, with 224 indicating that they had not completed a CPRP. Pharmacists who completed a CPRP responded that they spend significantly more time on patient care services, teaching, and research, and spend less time dispensing medications compared to those that have not completed a CPRP. Compared to those that did not complete a CPRP, CPRP graduates were less likely to agree that current level of workload negatively impacts job performance, motivation to work, job satisfaction, mental/emotional health, and physical health. Conclusion: Pharmacists completing a CPRP noted significant differences in their current employment and job responsibilities. Additional expansion and education regarding the importance of CPRPs should be considered. Type: Original Research

BACKGROUND AND CHARGES According to the Bylaws of AACP, the Professional Affairs Committee is to study issues associated with the professional practice as they relate to pharmaceutical education, and to establish and improve working relationships with all other organizations in the field of health affairs. The Committee is also encouraged to address related agenda items relevant to its Bylaws charge and to identify issues for consideration by subsequent committees, task forces, commissions, or other groups. President J. Lyle Bootman charged the 2012-2013 American Association of Colleges of Pharmacy (AACP) Standing Committees with issues related to transforming healthcare. (1) President Bootman encourages AACP institutional and individual members to "get to all the right tables of influence at the right time" and recognizes the local/state partnerships that member schools/ colleges have with other stakeholders in health care can and does result in improving health care. Specifically, the 2012-2013 Professional Affairs Committee is charged to: (1) Identify successful practices in the development and maintenance of effective relationships between state pharmacy organizations and schools/ colleges of pharmacy and (2) Recommend strategies related to state and local policy developments to optimally position pharmacists in health reform initiatives. Members of the Professional Affairs Committee (PAC) include faculty from multiple disciplines from various schools/colleges of pharmacy as well as two executive directors of state pharmacy associations from the National Alliance of State Pharmacy Associations (NASPA). Prior to an in-person meeting of the committee, pertinent background information and resource materials were distributed and a conference call was held to develop a strategy, for addressing committee charges. The majority of committee members met for a day and a half in Crystal City, Virginia on October 29-30,2012 to discuss the various facets related to this issue as well as to develop a process and strategies for addressing the charges. The committee members not able to meet in person were teleconferenced in during the Virginia meeting to provide their input. Following the process development and delegation of assignments related to the committee charges, the PAC communicated via electronic communications as well as through personal exchanges via telephone and email. The result is the following report, which discusses the elements and importance of a recognized relationship between pharmacy organizations, specifically professional organizations at the state level and boards of pharmacy as well as successful practices and strategies to guide the academy to be present and active at the "tables of influence" that will enhance the profession and improve patient care. INTRODUCTION The PAC believes the recommendations in this report are fundamental to the association's future. We approached our charges with the understanding of addressing inter-connectivity, reform, and transformation. Jim Collins' Good to Great (2) premise includes the thought that a 'good' performance is often the enemy of achieving greatness. The Committee discussed this concept and identified that in the past, schools/colleges of pharmacy have been comfortable with competitive pools of applicants and high placement rates thanks in large part to the numerous opportunities and demand for pharmacists. This comfort level, along with the different missions of schools/colleges of pharmacy, professional associations, and state boards of pharmacy has prevented our profession from working together in an effective united effort to make sure that we are at the "right tables of influence at the right time." This has contributed to our profession now struggling with our identity and place in a dynamic healthcare environment. The pharmacy profession has been left out of important discussions needed for recognizing the value that pharmacists must bring to providing patient care in an integrated team approach, as well as enhancing public health issues and society at large. …

Special Acknowledgments: * Jeffrey Ekoma, Policy and Professional Affairs Manager, AACP: for serving as a note-taker for the Professional Affairs Committee focus groups held during the 2016 American Pharmacists Association; * Stephanie Fouch, Senior Consultant Outreach and Communications, AACP: for serving as the moderator for the Professional Affairs Committee focus groups held during the 2016 American Pharmacists Association; * The participants of the two Professional Affairs Committee focus groups (preceptors and pharmacy employers) held during the 2016 American Pharmacists Association: for their attendance, engagement, and passion for precepting future pharmacists; and * The following national pharmacy organizations that responded to the 2016 Professional Affairs Committee request for information regarding their efforts regarding preceptor training and development: American College of Apothecaries (ACA), American Society for Pharmacy Law (ASPL), Academy of Managed Care Pharmacy (AMCP), Board of Pharmacy Specialties (BPS), College of Psychiatric and Neurologic Pharmacists (CPNP), Hematology-Oncology Pharmacy Association (HOPA), and two state pharmacy member associations (New Mexico and Pennsylvania) from the National Alliance of State Pharmacy Associations (NASPA). Background and Charges According to the Bylaws of the American Association of Colleges of Pharmacy (AACP), the Professional Affairs Committee is to study issues associated with the professional practice as they relate to pharmaceutical education, and to establish and improve working relationships with all other organizations in the field of health affairs. The Committee is also encouraged to address related agenda items relevant to its Bylaws charge and to identify issues for consideration by subsequent committees, task forces, commissions, or other groups. President Cynthia Boyle established the theme of "Capitalizing on Foundations of Citizenship" for the 2015-2016 standing committees. (1) According to President Boyle, as the academy prepares our nation's future pharmacists and scholars, the academy is leveraging all of the stakeholders who invest in academic pharmacy. (1) A key group of stakeholders in our academy are pharmacy preceptors. Our preceptors are one group of citizens that bears responsibility for a significant portion of the preparation of practice-ready graduates. Estimated to be approximately 30,000 pharmacists strong, most accept responsibility for precepting Advanced Pharmacy Practice Experiences (APPE) [and often Introductory Pharmacy Practice Experience (IPPEs) as well] with little or no direct compensation. The 2015-16 Professional Affairs Committee is charged to: (1) Study the current relationship between the colleges/schools of pharmacy, our volunteer preceptors, and the organizations that employ them. The focus will be defining the needs of this population of practitioners for continuing professional development, recognition and support to assure that they are prepared to assume increasing responsibility for assuring that Doctor of Pharmacy graduates are both practice--and team-ready; and (2) Assess the unique demands of precepting in an interprofessional care environment. Members of the 2016 PAC include faculty representing multiple disciplines from various schools/colleges of pharmacy and professional staff representation from the American Pharmacists Association (APhA), the American College of Clinical Pharmacy (ACCP), the American Society of Health-System Pharmacists (ASHP) and the National Association of Chain Drug Stores (NACDS). Prior to any in-person meetings of the committee, pertinent background information and resource materials were distributed. The professional staff representatives met on September 21, 2015 to discuss their programs, initiatives and services involving preceptors and their development, as well as the role(s) that national pharmacy organizations can have with preceptors and their employers. …

The “which came first, the chicken or the egg?” causality dilemma can be applied to many situations in the advancement of health care and pharmacy practice. Whether the universal acknowledgment and application of credentialing and privileging in pharmacy should precede pharmacists being granted provider status is an issue that the profession should consider during this time of practice evolution. The pharmacy profession has the opportunity and responsibility to proactively ensure that credentialing and privileging are addressed in all pharmacy practice settings. The Council on Credentialing in Pharmacy (CCP), a coalition of 10 national pharmacy organizations committed to providing leadership, guidance, public information, and coordination for credentialing programs in or relevant to the profession of pharmacy, recently published a resource paper on pharmacist credentialing and privileging.1 The CCP defines credentialing as the process of granting a credential (a designation that indicates qualifications in a subject or area), and (2) the process by which an organization or institution obtains, verifies, and assesses an individual’s qualifications to provide patient care services. The council defines privileging as the process by which a health care organization, having reviewed an individual health care provider’s credentials and performance and found them satisfactory, authorizes that individual to perform a specific scope of patient care services within that organization.2 Thus, credentialing and privileging are distinct but related processes. Health care providers participating in health plans are required to undergo both a credentialing and privileging process to qualify for participation and payment for services. Pharmacists and pharmacist patient care services are currently not included in key sections of the Social Security Act (such as Medicare Part B), which determines eligibility for health care programs. Their absence from Medicare Part B can result in patients not being eligible to use pharmacists’ patient care services. As the profession pursues provider status and the role of the pharmacist on the health care team continues to expand into patient care, there is an increasing need to verify pharmacists’ ability to provide certain services. One way to achieve this is for organizations to develop a process for pharmacist credentialing and privileging. Aligning patient services with credentialing and privileging is a current method used to determine the ability and competency of other types of health care practitioners.3 The pharmacy profession has a tremendous opportunity to be prepared in the area of credentialing and privileging by defining our processes in the various settings where pharmacists practice and provide patient care. Credentialing and privileging in pharmacy will contribute to the benefits provided by these processes currently in place in other aspects of health care such as patient safety, quality improvement, and advancing the health care experience. This aspect of pharmacy practice does not have to be an example of “which came first?” as the profession can and should be prepared in this important and integral step in providing quality health care services to patients.

Redesigning the health system model(s) to provide improved access, coordination, and utilization of resources, and quality of care is an important step towards achieving better health for all. This will require the work of many creative and forward-thinking individuals who collaborate effectively with others and are capable of generating successful organizational change in complex, high pressure, and challenging environments. To ensure the continued expansion and success of these efforts, schools, colleges, and universities must develop and sustain high-impact learning environments and curricula that foster the ability to positively influence this process. The AACP 2008-2009 Argus Commission examined issues related to building a sustainable system of leadership development for pharmacy, and student pharmacists were a focus in their report.1 One of the proposed policy statements from that report, “curricular modifications should occur such that competencies for leading change in pharmacy and health care are developed in all student pharmacists, using a consistent thread of didactic, experiential and co-curricular learning opportunities,” clearly indicates the need for the curricula at all colleges and schools of pharmacy to have a focus on developing leadership skills. Many change leadership competencies can and should be reflected throughout the core curricular components, via lecture-based courses (required and elective), practice laboratories, small-group discussions and projects, case studies, and introductory and advanced pharmacy practice experiences (IPPEs and APPEs). In addition, extracurricular activities, service learning, and other experiences provided to student pharmacists throughout their formal professional education can serve to instill and promote change leadership attributes. Continued study of the impact of PharmD curricula is also needed. Applying Kirkpatrick's Model of Evaluation,2,3 programs appear to have made steady progress towards evaluating the reaction (satisfaction and perceived value of training) and learning (development of knowledge, skills, abilities) of student pharmacists. It is the behavior (transfer of the learning to the practice or other settings) and results (the impact on individual patients, health care settings, population, and community health) that need further study through enhanced partnerships among academia, practice, and other organizations. The editors of this issue also reconnected with several of the student pharmacists (now pharmacists) who participated in the Argus Commission Report and recent graduates from 4 pharmacy practice organizations. Their viewpoints, many of which reinforce the Argus Commission’s original recommendations, are summarized below: (1) Colleges and schools should strive to create an environment where leadership is not only recognized but valued. Faculty members who are actively involved in professional organizations, policy development, and everyday practice as change agents themselves send a strong message to students of the importance they place on these types of activities. In addition, encouraging and providing financial support for student pharmacists to attend professional meetings raises awareness of new and emerging pharmacy roles and networking opportunities. (2) Creating a supportive network of role models and mentors (faculty members, peers, and practitioners) is important to professional growth. Mentors are needed who encourage student pharmacists to see not only the challenges but also the possibilities, who spark curiosity, and in the words of one of the pharmacists interviewed, “not necessarily provide the right answer, but help frame the question.” Providing multiple levels of involvement and the encouragement of mentors who have achieved a healthy balance between their work (or school, if peer mentors) and their personal life has increased student engagement for those “on the fence” and prevented burnout for those already involved. (3) Providing multiple opportunities for learning outside of the classroom with multiple professions is essential. Applying previous learning to new, unscripted, and sometimes ambiguous situations creates the courage to test novel solutions, build team and coalitions, and challenge the status quo. Identifying needs and innovative approaches to addressing those needs (eg, coordinating health promotion/disease prevention and early detection activities in the community), capitalizing on the profession’s strengths, and embracing new roles are examples of ways student pharmacists can promote better health as leaders and change agents. Embedding opportunities to expand pharmacy services, conduct research, and participate in policy development or advocacy in IPPEs and APPEs and intern experiences, allow student pharmacists to practice skills they can carry forward in their careers. Active involvement in professional organizations and co-curricular activities are strongly encouraged. The critical issue of professional practice development in the AACP strategic plan addresses creating change agents and leaders in student pharmacists and graduates.4 The idea for a theme issue focused on student leadership development to be published in the Journal was developed by several faculty members who have worked and published in the area of student leadership and the AACP Director of Professional Alliance Development. The primary objectives for the issue were to promote awareness of the need for a focus on student leadership development, disseminate guidance documents for use by AACP member colleges and schools and the broader Journal readership, and facilitate implementation of educational programs to achieve competencies related to student leadership and change agent development. All AACP members were invited to submit manuscript proposals. Authors submitted an abstract and detailed outline within a predetermined set of themes: (1) research-focused work in areas of student leadership development; (2) the role of classroom, experiential, co-curricular, international/global, or interprofessional education in leadership development; (3) the role of student organizations in leadership development; (4) best practices in leadership instruction, including outcomes and quality indicators; and (5) the role of leadership abilities in the recruitment, selection, progression, and/or graduation of student pharmacists. Sixty-two proposals from 59 different colleges and schools of pharmacy were received. A committee of 17 members from the AACP Leadership Development Special Interest Group was formed to review the proposals. An evaluation rubric was developed based on the manuscript proposal’s abstract and scholarly contribution. Six manuscripts were selected, and the non-selected submissions were encouraged to seek publication in the future. The articles contained within this theme issue represent a diverse collection of information on student leadership development. The report of a 2010 AACP Council of Faculties Task Force examines how colleges and schools of pharmacy are preparing pharmacy faculty and student pharmacists to be leaders and advocates for the profession.5 Using a modified Delphi process, Traynor, Janke, and Boyle provide the academy with valuable information in 2 articles regarding student pharmacist leadership competencies and guidelines regarding student leadership development in the curricula.6,7 Patterson and colleagues provide an innovative method to offer formal leadership instruction to second- and third-year PharmD students with the assistance of graduate students and faculty members.8 Sucher and colleagues provide another example of using an elective course for student pharmacist development.9 Using various mechanisms to encourage student reflection, this course exposes student pharmacists to multiple facets, techniques, and tools used to develop and assess leadership. Chesnut and Tran-Johnson describe a student leadership development series that uses a longitudinal, co-curricular approach to emphasize the application of leadership concepts.10 This series has been available for 6 years and provides student pharmacists the opportunity to participate in multiple leadership platforms and activities as well earn points that can lead to the award of travel funds to attend a conference or meeting to further enhance their leadership skills. Developing effective leaders and change agents is an important step in addressing the current and emerging challenges of the US healthcare system. Colleges and schools of pharmacy have a responsibility to incorporate leadership development opportunities throughout their curriculum in order to provide future practitioners with the knowledge, attitudes, and skills needed to implement positive change. The Leadership Development Special Interest Group formed in 2011 is creating a toolkit that can be shared among colleges and schools and other organizations based on a recommendation from the 2008-2009 Argus Commission Report. We hope that the articles in this theme issue will also provide helpful strategies in addressing academic pharmacy’s important charge of leadership development.

The impact of pharmacy practice has been enhanced through additional graduate training opportunities, such as pharmacy residencies and dual-degree programs. This article compares and contrasts key aspects of pharmacy residencies and dual-degree programs, as well as examines the efforts of US colleges and schools of pharmacy in promoting these advanced training opportunities on their Web sites. Pharmacy residencies and dual-degree programs are complementary opportunities that allow student pharmacists to gain advanced knowledge and specialized skills beyond the traditional Doctor of Pharmacy (PharmD) degree. The combination of these credentials can be highly advantageous in a variety of practice settings. As pharmacists collaborate with healthcare providers and professionals from other disciplines, more support is needed to expand the availability and use of these cross-profession, advanced training opportunities to enhance the future of the pharmacy profession.

issuesassociatedwiththeprofessionalpracticeastheyrelate to pharmaceutical education, and to establishand improve working relationships with all other or-ganizations in the field of health affairs. The Commit-teeisalsoencouragedtoaddressrelatedagendaitemsrelevanttoitsBylaws chargeandtoidentifyissuesforconsideration by subsequent committees, task forces,commission, or other groups.

According to the Bylaws of the AACP, the Professional Affairs Committee is to study: issues associated with the professional practice as they relate to pharmaceutical education, and to establish and improve working relationships with all other organizations in the field of health affairs. The Committee is also encouraged to address related agenda items relevant to its Bylaws charge and to identify issues for consideration by subsequent committees, task forces, commission, or other groups. COMMITTEE CHARGE President Rodney A. Carter charged the 2010-2011 American Association of Colleges of Pharmacy (AACP) Professional Affairs Committee with: Examining how AACP and its members can most effectively partner with a variety of key stakeholders to accelerate the implementation of pharmacist services (e.g., MTM, primary care) as the standard for team-based, patient-centered care. Members of the 2010-2011 Professional Affairs Committee include faculty from various colleges and schools of pharmacy as well as pharmacy practice association representatives from the American Pharmacists Association (APhA), the American Society of Health-System Pharmacists (ASHP), the National Association of Chain Drug Stores (NACDS), and the National Community Pharmacists Association (NCPA). In order to fulfill the Committee charge, the Committee members met for a day and a half in Arlington, Virginia in October 2010 to discuss the committee charge and develop a plan of action to address the charge. Following this meeting, the Committee communicated via a series of conference calls as well as personal exchanges via telephone and email. The result is the following report which is positioned to discuss various models of care, challenges and opportunities pertaining to the charge, successful practices of AACP members and multiple pharmacy practice organizations, and recommendations to AACP in response to the Committee charge. BACKGROUND The pharmacy profession has been intransition from a product-based to a patient-centered care model since the introduction of the pharmaceutical care philosophy in the 1990s. (1) This transition has been accomplished to varying degrees in different pharmacy practice settings and has been influenced by a variety of factors including the transition to the clinically-focused Doctor of Pharmacy (Pharm.D.) degree as the entry level degree and the increasing recognition that medication-related problems pose a significant threat to public health. (2) The Centers for Medicare and Medicaid Services (CMS) recognized the importance of medication therapy management (MTM) services by requiring all Medicare Part D plans to provide MTM as part of their programs. Recent healthcare reform (HCR) legislation includes provisions for MTM and pharmacist-provided services as part of integrated team-based care models designed to improve the quality of healthcare delivered in the United States. (4) Pharmacists are well-positioned to serve as the medication therapy expert on the healthcare team. (5) Currently, MTM services are not offered to all patients in all settings. This creates a situation of inequality and fragmentation of pharmacy services. It is imperative that the profession and the Academy accelerate the implementation of patient-centered, team-based care as the standard of pharmacy practice with the availability of MTM services to all patients. This vision has been clearly articulated in the Joint Commission of Pharmacy Practitioners (JCPP) vision for pharmacy practice. (6) Identification of the factors that are impeding the realization of this vision and the development of strategies to accelerate its adoption as the standard of pharmacy practice in 2015 are the focus of this report. With the current HCR legislation, increasing the momentum for implementation of medication management services and chronic disease management services provided by pharmacists is a critical issue for pharmacy practice and education. …

Clinical pharmacy services necessitate appropriately trained pharmacists. Postgraduate year one (PGY1) community pharmacy residency programs (CPRPs) provide advanced training for pharmacists to provide multiple patient care services in the community setting. These programs provide an avenue to translate innovative ideas and services into clinical practice. In this paper, we describe the history and current status of PGY1 community pharmacy residency programs, including an analysis of the typical settings and services offered. Specific information on the trends of community programs compared with other PGY1 pharmacy residencies is also discussed. The information presented in this paper is intended to encourage discussion regarding the need for increasing the capacity of PGY1 community pharmacy residency programs.