1. Relating the CAPE 2013 Outcomes, PPCP, and EPAs All Together
Dr. Melissa S. Medina
University of Oklahoma College of Pharmacy
AACP Preceptor Webinar Series
June 20, 2019
Center for Advancement of Pharmacy Educational (CAPE) 2013 Outcomes
At the completion of this webinar, the participant will be able to:
Describe the purpose of the CAPE 2013 Outcomes.
Explain the domains and subdomains of the CAPE 2013 Outcomes.
Interpret the role of the CAPE 2013 Outcomes in the curriculum of colleges and schools of pharmacy.
Pharmacists’ Patient Care Process (PPCP)
Identify the purpose of Pharmacists’ Patient Care Process for the pharmacy profession and pharmacy education.
Execute the elements of the Pharmacists’ Patient Care Process.
Test strategies to implement the Pharmacists’ Patient Care Process into the curriculum, including experiential education.
Entrustable Professional Activities (EPAs) for New Pharmacy Graduates
Explain the purpose of the EPAs for New Pharmacy Graduates.
Describe the domains of the EPAs for New Pharmacy Graduates.
Test strategies to integrate the EPAs for New Pharmacy Graduates into pharmacy school curriculum, including experiential education.

2. Conflict of Interest Disclosure Statement
Dr. Medina has no conflicts of interest to disclose.

3. Webinar Overview
Center for Advancement of Pharmacy Educational (CAPE) 2013 Outcomes
Pharmacists’ Patient Care Process (PPCP)
Entrustable Professional Activities (EPAs) for New Pharmacy Graduates
Mapping EPA to CAPE to PPCP
The series will provide  broad overview of concepts and likely be an introduction for many preceptors and others to the constructs of the CAPE Outcomes, the Pharmacist Patient Care Process, the Entrustable activities and how they all  weave together for practice.

4. Overall Webinar Objectives
Analyze the relationship between the CAPE 2013 Outcomes, PPCP, and EPAs for New Pharmacy Graduates.
Relate the mapping of the CAPE 2013 Outcomes, PPCP, and EPAs for New Pharmacy Graduates developed by the 2017 AACP Academic Affairs Standing Committee.
Outline considerations for faculty and preceptors to incorporate the EPAs for New Pharmacy Graduates as an evaluation tool into pharmacy school curricula and pharmacy practice experiences.

5. Center for Advancement of Pharmacy Educational (CAPE) 2013 Outcomes

6. CAPE Objectives
Center for Advancement of Pharmacy Educational (CAPE) 2013 Outcomes
Describe the purpose of the CAPE 2013 Outcomes
Interpret the role of the CAPE 2013 Outcomes in the curriculum of colleges and schools of pharmacy
Explain the domains and subdomains of the CAPE 2013 Outcomes

7. CAPE Purpose
Designed to capture what students should be capable of upon graduation from a Doctor of Pharmacy program
Defines the curricular priorities of Doctor of Pharmacy programs
Informs other health professions of those priorities
Obj #1

8. CAPE’s Role in S/COPs
CAPE is a guide, but ACPE adopted the outcomes as standards
Some S/COPs adopted CAPE as their program outcomes
Inspires and guides curricular revision and innovation
Serves as target for curriculum mapping
Functions as core component of comprehensive assessment plan to assure achievement of outcomes by end of professional program
Obj #2

9. Audience Question Poll
Has your S/COP adopted the CAPE outcomes as their program outcomes?
Yes, use CAPE as written
Yes, use CAPE but modified them
No, but similar to CAPE
No, different but tag to CAPE
Other
I am not sure

10. CAPE 2013 Domains & Subdomains
Obj #3
CAPE 2013 Domains & Subdomains
1. Foundational knowledge
1.1 Learner (Learner)
2. Essentials for practice
& care
2.1 Patient-centered care (Caregiver)
2.2 Medication use systems management (Manager)
2.3 Health and wellness (Promoter)
2.4 Population-based care (Provider)
Approach to practice
3.1 Problem solving (Problem-solver)
3.2 Educator (Educator)
3.3 Patient advocacy (Advocate)
3.4 Interprofessional collaboration (Collaborator)
3.5 Cultural sensitivity (Includer)
3.6 Communication (Communicator)
4. Personal &
professional development
4.1 Self-awareness (Self-assessor)
4.2 Leadership (Leader)
4.3 Innovation and Entrepreneurship (Innovator)
4.4 Professionalism (Professional)
A one word descriptor in parenthesis is provided for each subdomain that illustrates the main construct and can be used to concisely articulate the outcome.

11. Pharmacists’ Patient Care Process
2. PPCP
Pharmacists’ Patient Care Process

12. PPCP Objectives Pharmacists’ Patient Care Process (PPCP)
Identify the purpose of Pharmacists’ Patient Care Process for the pharmacy profession and pharmacy education.
Execute the elements of the Pharmacists’ Patient Care Process.
Test strategies to implement the Pharmacists’ Patient Care Process into the curriculum, including experiential education.

13. Obj #1
PPCP Purpose
Provides a consistent process in delivery of patient care across the profession
Developed by Joint Commission of Pharmacy Practitioners (JCPP) 
Applicable to any practice setting where pharmacists provide patient care and for any patient care service provided by pharmacists

14. Pharmacists’ Patient Care Process
Obj #2

15. Implementing PPCP Use in didactic setting
Obj #3
Implementing PPCP
Use in didactic setting
Train students on steps, discuss process, practice with patient cases, document using SOAP notes – SOAP vs. PPCP confuses
Can use a PPCP rubric to evaluate students and provide feedback
Use in I/APPEs
Have students practice steps with actual patients

16. Audience Question Poll
How have you implemented PPCP with your students?
Have not implemented it yet
Only use explicit PPCP language with students
Use PPCP language AND PPCP rubrics
Use PPCP language & rubrics & feedback
Other

17. Entrustable Professional Activities (EPAs) for New Pharmacy Graduates

18. EPA Objectives
Entrustable Professional Activities (EPAs) for New Pharmacy Graduates
Explain the purpose of the EPAs for New Pharmacy Graduates.
Describe the 6 domains of the EPAs for New Pharmacy Graduates.
Test strategies to integrate the EPAs for New Pharmacy Graduates into pharmacy school curriculum, including experiential education.

19. Purpose of EPAs
EPA statements communicate core skills that are part of entry-level pharmacist identity
EPAs expand view from product-tied dispensing to a medication-focused, cognitive skills provider
Helps the academy train for “Practice-Ready”
Informs future and current students
Engages current pharmacists
Identifies pharmacists’ role in healthcare team
Enlightens the public of what pharmacists can do
Informs policy makers of pharmacists’ skills so pharmacy laws & regulations can be modified
Obj #1

20. EPAs – 6 Domains Self-developer Pt Provider
Interprofess-ional Team Member
Population Health Promoter
Information Master
Practice Manager
Self-developer
Obj #2

22. Example Core EPAs
Published in AJPE Issue 1 for 2017 along with a commentary

23. EPA Assessment Tool

24. Strategy for Implementing EPAs
Identify the team
Map curriculum to EPAs
Identify Milestones
Use existing curricular assessment activities
Leveling and Calibrating Each EPA Core Statement
Determine adequate progress
Pilot assessment with Students
Faculty training
Preceptor training
Student training
Obj #3

25. Audience Question Poll
How have you implemented EPAs with your students?
Have not implemented it yet
Use EPA domains and supporting tasks only
Use EPA domains & tasks AND EPA rubrics
Other

26. 4.Mapping EPA-CAPE-PPCP
Mapping EPAs to CAPE outcomes and
Pharmacists’ Patient Care Process

27. AJPE, 2017, 81(5):article s4

28. Domain 1: Patient Provider
EPA
Collect info on pt. related problems & health needs
Collect
D2 Caregiver, Manager, Promoter,
D3 Problem-solver, Includer, Communicator
Analyze Info
Assess
D1 Learner, D2 Caregiver,
D3 Problem-solver, Includer
Est. pt. goals & create care plan
Plan
D1 Learner, D2 Caregiver, Manager, D3 Problem-solver, Includer
Implement pt. care plan
Implement
D2 Caregiver, Manager, D3 Collaborator, Communicator
Follow-up & monitor care plan
Follow-up: monitor & eval
Domain 1: Patient Provider
C=EPA subdomain; circle = PPCP Overall all 6 core statements address a PPCP and the first 3 of CAPE domains are present – including #1

29. Domain 2: Inter Prof Team Member
EPA
Collaborate as interprofess-ional team member
Collect, Assess Plan, Implement, Follow-up: (Monitor & Eval)
D1 Learner, D3 Problem-solver, Advocate, Collaborator, Communicator, D4 Self-assessor, Leader, Professional
Domain 2: Inter Prof Team Member
C=EPA subdomain; circle = PPCP Overall all 6 core statements address a PPCP and the first 3 of CAPE domains are present – including #1

30. Domain 3: Pop. Health Promoter
EPA
Identify at-risk pts. for prevalent disease
Collect
D2 Promoter, Provider, D3 Educator, Collaborator, Includer, Communicator
Minimize ADE & med errors
D2 Manager, Promoter, Provider, D3 Educator, Advocate, Collaborator, Includer, Communicator
Maximize use of meds in population
D2 Caregiver, Manager, Promoter, Provider, D3 Educator, Advocate, Collaborator, Includer, Communicator
Ensure immunizations
Domain 3: Pop. Health Promoter
For 3 of the cores, all PPCP area addressed. For CAPE domains 2 and 3 are addressed

31. Domain 4: Information Master
EPA
Educate pt & provider on medication use
Assess, Plan, Implement, Follow-up: M/E
D1 Learner, D3 Educator, Advocate, Includer, Communicator, D4 Leader, Professional
Use evidence-based info to advance pt care
D1 Learner, D3 Includer, Communicator
Domain 4: Information Master
Learner addressed here for CAPE, this step does not address CAPE #4

32. Domain 5: Practice Manager
EPA
Oversee pharmacy operations at work
Assess, Plan, Implement, Follow-up: M/E
D2 Educator, D3 Problem-solver, Communicator, D4 Self-assessor, Leader, Innovator, Professional
Fulfill medication order
D2 Manager, D3 Problem-solver, Communicator
Domain 5: Practice Manager
2, 3, 4 CAPE Addressed

33. Domain 6: Self-developer
EPA
Create written CPD plan
D4 Self-assessor, Professional
Domain 6: Self-developer
Makes sense from the name that this step emphasizes CPAE #4

35. Summary
CAPE 2013 Outcomes, PPCP, and EPAs have areas of overlap and portions can be evaluated at the same time.
Map out the relationship among the EPAs, CAPE outcomes and the PPCP with your program to ensure that goals and assessments are aligned among all preceptors.
Explore training options within your college or AACP to increase reliability when evaluating students on rotation.

36. Relating the CAPE 2013 Outcomes, PPCP, and EPAs All Together
Dr. Melissa S. Medina
University of Oklahoma College of Pharmacy
AACP Preceptor Webinar Series
June 20, 2019
Center for Advancement of Pharmacy Educational (CAPE) 2013 Outcomes
At the completion of this webinar, the participant will be able to:
Describe the purpose of the CAPE 2013 Outcomes.
Explain the domains and subdomains of the CAPE 2013 Outcomes.
Interpret the role of the CAPE 2013 Outcomes in the curriculum of colleges and schools of pharmacy.
Pharmacists’ Patient Care Process (PPCP)
Identify the purpose of Pharmacists’ Patient Care Process for the pharmacy profession and pharmacy education.
Execute the elements of the Pharmacists’ Patient Care Process.
Test strategies to implement the Pharmacists’ Patient Care Process into the curriculum, including experiential education.
Entrustable Professional Activities (EPAs) for New Pharmacy Graduates
Explain the purpose of the EPAs for New Pharmacy Graduates.
Describe the domains of the EPAs for New Pharmacy Graduates.
Test strategies to integrate the EPAs for New Pharmacy Graduates into pharmacy school curriculum, including experiential education.