Transcript Career Opportunities in Academic Pharmacy The American Association of Colleges of Pharmacy Presentations available at: www.aacp.org – – – – – Click on Meetings Then click Past Meetings and Presentations Then.

Career Opportunities in
Academic Pharmacy
The American Association of Colleges of Pharmacy
Presentations available at: www.aacp.org
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Click on Meetings
Then click Past Meetings and Presentations
Then click AACP-Sponsored Programs
Then select ASHP Midyear Clinical Meeting 2007
(Slides from 2003-2006 also available)
Trends in Pharmacy
Education: Implications
for New Faculty Members
Cynthia L. Raehl, Pharm, FASHP, FCCP
Professor and Chair, Clinical Research and
Development
Texas Tech University Health Sciences Center
2007-2008 President, AACP; Past President ASHP.
Active consultant pharmacist, teacher, administrator,
researcher, and national leader.
Outline
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Characteristics of the pharmacy education
enterprise.
Diversity of pharmacy schools and colleges.
Issues and challenges in academic
pharmacy – looking to the future.
Characteristics of pharmacy faculty.
Why would you want to join academic
pharmacy? WHY NOT?
Choosing your first academic home – the
next step.
Characteristics of the
Pharmacy Education
Enterprise
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Approximately 103 schools / colleges (some in
preliminary stages of accreditation).
Accreditation by the Accreditation Council for
Pharmacy Education is essential for licensure.
Zero to seven schools per state.
Many new schools.
Many existing schools are expanding class sizes or
developing satellite campuses.
All award the Doctor of Pharmacy as the only entrylevel degree for practicing pharmacists.
From: SK Gershon, JM Cultice, KK Knapp, “How Many Pharmacists are in our Fulture.”
www.hhs.gov/pharmacy/phpharm/howmany.html presented at ASHP June 5, 2000
First Professional Degree Enrollments 1992-2006
Diversity of Pharmacy
Schools and Colleges
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42% are part of Academic Health Centers.
Some have academic health centers associated with
their university at a distant campus (e.g., U. Texas,
U. Georgia, Purdue, U. Connecticut)
Several are associated with osteopathic medical
schools.
Some are associated with larger comprehensive
universities.
Some are stand alone (e.g., St. Louis College of
Pharmacy, Massachusetts College of Pharmacy).
Diversity of Schools and
Colleges (continued)
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Public (state funded) and private.
Urban and rural and in-between.
Four year Pharm.D.- Six year Pharm.D. from high
school –3year year-round programs.
Some institutions are research-intensive and some
are more teaching-intensive.
Class sizes range from 30 to 250 students.
Some are at institutions that are Historically Black
Colleges/Universities (HBCUs).
Some are parts of institutions sponsored by specific
religions.
Issues and Challenges in
Pharmacy Education
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Expansion to meet the pharmacist shortage
Implementation of Institute of Medicine
objectives to improve health care
Curriculum changes to meet CAPE outcomes
Faculty recruitment and retention
Assessment
Evidence of a continuing
pharmacist shortage:
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Estimated need for pharmacists to fulfill care and
distributive roles in 2020 is 417,000; shortfall in supply
estimated at 157,000 (Knapp, DA, Am J Pharm Ed 2002;66:421-9)
Aggregate Demand Index continues to show imbalance
between supply and demand
(Knapp, KK, http://www.pharmacymanpower.com)
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Pharmacists report “excessively high” workload
(Schommer, et al. J Am. Pharm. Assoc. 2006:340-7)
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Number of elderly will double from 2000-2030; # of
prescriptions per patient is markedly higher for those
over 65.
Can we meet the demand?
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There are sufficient qualified applicants.
Experiential education is a major limiting resource (Is
the disseminated model of experiential education the
optimal model? What can be done with simulation?
How can we support practitioners so they continue to
be willing to be educators? How do we improve the
quality of practices where our students are educated?)
Faculty members (full time and adjunct or volunteer are
another limiting resource).
Many models of distance education are being
implemented and assessed.
Issues and Challenges in
Pharmacy Education
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Expansion to meet the pharmacist shortage
Implementation of Institute of Medicine
objectives to improve health care
Curriculum changes to meet CAPE outcomes
Faculty recruitment and retention
Assessment
Can we be part of the healthcare
improvement solution?
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Healthcare in this country is uncoordinated, not
patient-focused, inefficient and expensive.
IOM has recommended that health care
become:
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Patient-centered (coordinated, integrated)
Team-delivered (interprofessional)
Evidence-based
Informatics-supported
Safer; more efficient and more effective
Engaged in continuous quality improvement
The CAPE outcomes and
ACPE suggest similar
curricular focus.
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Pharmaceutical care
Systems management
Public Health
Issues and Challenges in
Pharmacy Education
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Expansion to meet the pharmacist shortage
Implementation of Institute of Medicine
objectives to improve health care
Curriculum changes to meet CAPE outcomes
Faculty recruitment and retention
Assessment
Type of Appointment
8% 3%
Majority of pharmacy faculty
are on full-time, calendaryear appointments
Calendar FT
13%
Acad FT
Calendar PT
Acad PT
76%
Tenure Status
Nontenuretrack
42%
Tenured
37%
Tenure-track
21%
Faculty Gender Diversity
1991-92 Full-time faculty
2006-07 Full-time faculty
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60
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40
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20
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dean
ast/asc
dean
full prof asc prof ast prof
instr
dean
ast/asc full prof asc prof ast prof
dean
instr
female
male
Three kinds of faculty
members
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Basic, translational, and clinical
pharmaceutical scientists.
Practice faculty.
Social and administrative pharmacy.
Discipline
2006-2007 Full-time faculty
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Pharmacy Practice
Pharmacology/Biological Sciences
Pharmaceutics
Medicinal Chemistry
Social/Admin Sciences
Continuing Education
Libraries/Educ Resources
Liberal Arts
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What do they have in
common?
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They all teach pharmacy students.
They all engage in scholarly work or research.
They all publish their work.
They all participate in service activities.
They all are experts in their fields.
The balance of teaching/research/service and
the expectations placed upon them will vary
with the mission of the school and the
university it is part of - know that before you
take a position!!
Practice Faculty
 Doctor of Pharmacy  Residency (general; 1
year specialty) or additional practice
experience. Some research training
(exposure)  faculty position. Pharmacy
practice is a significant portion of their job.
 Clinician-educator model accepted; usually
non-tenure track.
 Practice faculty and practitioners alike are
developing new modes or models of practice;
need to document, assess impact on patient
care outcomes and publish.
Practice Faculty
Mostly teach in a practice setting.
 May do some didactic teaching and some
research or scholarship; probably are
developing new modes or models of
practice; need to document it and
determine the advantages and publish.
 Faculty freedom, independence, lifestyle,
long term financial reward, flexible career
path. You will make a difference!
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Faculty are change
agents.
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Requires pharmacists who are
competent and confident in their skills
and abilities.
Requires pharmacists who understand
how to lead change and engage in
continuous quality improvement.
Requires growth and maturation
obtained through residencies or very
significant life experiences.
Issues and Challenges in
Pharmacy Education
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Expansion to meet the pharmacist shortage
Implementation of Institute of Medicine
objectives to improve health care
Curriculum changes to meet CAPE outcomes
Faculty recruitment and retention
Assessment: Measure our graduates
performance and the impact of the
curriculum.
Issues in assessment
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How do we achieve excellence in all programs?
How do we define excellence? How do we
measure and document our students’
performance and skills?
ACPE is under pressure from the Department of
Education to develop more standardized
assessments.
Progress exams? To assess individual and/or
institutional performance?
Outcome exams? (should a standard Observed
Structured Clinical Examination (OSCE) be
required prior to licensure?)
What skills should students
demonstrate?
Evidenced-based practice
determines evidence based
education.
1. Mortality
2. Length of stay
3. Adverse drug reactions
4. Total hospitalization
costs
5. Medication errors
6. Med errors affecting
patient outcomes
7. Drug costs
Core Skill Set
 Drug protocol
management (7)
• Medication histories
(now mandated as
med reconciliation) (6)
• Medical rounds (5)
• ADR management (4)
• Inservice education (3)
• Drug information (3)
A 20 year study of US Hospitals. Bond and Raehl
Why would you want to
join academic pharmacy?
What’s good about being a
faculty member?
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The ability to impact the future of the profession or
your discipline nationally and internationally.
A wide variety of opportunities, including travel.
Students are fun and challenging and keep you
intellectually young.
You are constantly learning new things and can change
your focus over time; sabbaticals!
You have freedom to choose your interests and to
choose how you spend each day, within the mission of
the school.
It is the BEST job in all of pharmacy!
Attributes of a successful faculty
member
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A passion for teaching.
A passionate interest in one’s research or
practice area; a desire to improve practice.
Communication skills (oral and writing).
Interpersonal skills.
Independence and self-direction…combined
with a willingness to work with others.
A strong work ethic and the ability to balance
one’s life.
Excellent post-Pharm.D. education and
research training – be prepared; don’t rush it!
My advice: Try it out by getting some teaching
experience as a resident; and then….
Go for it!