title: Making a Curricular Commitment to Continuing Professional Development in Doctor of Pharmacy Programs.
abstract: As outlined in the Accreditation Council for Pharmacy Education (ACPE) Standards 2016, colleges and schools of pharmacy must provide an environment and culture that promotes self-directed lifelong learning. Continuing professional development (CPD) serves as a model that can foster and support self-directed, lifelong learning. The benefits of adopting a CPD model include assistance with attaining Center for the Advancement of Pharmaceutical Education (CAPE) 2013 Outcomes, such as self-awareness. This model can also support the individualization of experiential learning and student action on feedback from curricular-level assessments. The major skills involved in CPD, such as reflection and documentation, are frequently addressed in pharmacy curricula. However, these skills may be developed in isolation or exercised for purposes other than learning. The aim of this statement is to aid schools in creating "CPD ready" practitioners by defining the skill sets involved in CPD and making recommendations for advancing CPD in curricula.
authors.affiliation: University of Minnesota College of Pharmacy, Minneapolis, Minnesota.
authors.forename: Kristin K
authors.initials: KK
authors.lastname: Janke
authors.affiliation: University of Maryland School of Pharmacy, Baltimore, Maryland.
authors.forename: Toyin
authors.initials: T
authors.lastname: Tofade
mesh_terms: D000068:Accreditation; D003479:Curriculum; D004512:Education, Pharmacy / Q000458:organization & administration / Q000592:standards*; D004513:Education, Pharmacy, Continuing / Q000458:organization & administration*; D006801:Humans; D017145:Models, Educational; D018794:Problem-Based Learning; D013339:Students, Pharmacy
keywords: continuing education; continuing professional development