Changing Performance among Practicing Pharmacists through Comprehensive Educational Initiatives

Carol Abel, Deborah Ruddy, Scott L. Kober, John Ruggiero


Background: The Accreditation Council for Pharmacy Education (ACPE) has formally developed criteria for practice-based activities designed to affect the performance and behavior of practicing pharmacists. These activities must meet strict standards related to length, design, and mode of delivery.

Methods: As part of its library of continuing pharmacy education offerings, the American Pharmacists Association (APhA) has developed 4 intensive activities of at least 15 hours in length that allow pharmacists to systematically acquire specific knowledge, skills, attitudes, and performance behaviors that expand or enhance practice competencies. These activities are referred to as certificate training programs (CTPs). For each program, the APhA developed a comprehensive series of pre- and postactivity surveys to gauge the effectiveness of the education. The volume of responses for 2 of these programs—one focused on pharmacy-based immunization delivery and the other on medication therapy management (MTM)—were sufficient to enable robust biostatistical analyses of overall results.

Results: Learner satisfaction with both CTPs was high, and postactivity survey data showed that all learning objectives were met. Importantly, a high percentage of learners—43% in the immunization initiative and 87% in the MTM initiative—self-reported a change in performance following each CTP.

Conclusion: Through an innovative, multi-intervention, and multimodal educational model, the APhA has been able to enact behavior and performance change among learners who completed 2 of its CTPs. Robust statistical analyses showed that these initiatives increased learner knowledge and commitment to change performance, identified educational trends, and developed a registry of learners for future educational initiatives.

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