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Every School of Pharmacy holds accreditation from the Accreditation Council of Pharmacy Education (ACPE). ACPE acknowledges that what students encounter, practice, and learn outside the classroom complements their formal curriculum. Both curricular and co-curricular activities play a fundamental role in fostering the skills and knowledge essential to prepare you as a capable and well-rounded pharmacist. In line with ACPE Standards, “Curricular and, if needed, co-curricular activities and experiences are purposely developed and implemented to ensure an array of opportunities for students to document competency in the affective domain-related expectations of Standards 3 and 4. Co-curricular activities complement and advance the learning that occurs within the formal didactic and experiential curriculum.” Therefore, the combined efforts of the curriculum, co-curriculum, and reflective activities serve as vital components in enabling the School to meet accreditation standards. 

ACPE outlines 10 key constructs in Standards 3 and 4 that are required to be addressed within the curriculum or co-curriculum. 

  1. Problem solving: The student pharmacist is able to identify problems; explore and prioritize potential strategies; and design, implement, and evaluate a viable solution. 
  2. Education: The student pharmacist is able to educate all audiences by determining the most effective and enduring ways to impart information and assess.
  3. Patient advocacy: The student pharmacist is able to represent the patient’s best interests.  
  4. Interprofessional collaboration: The student pharmacist is able to actively participate and engage as a healthcare team member by demonstrating mutual respect, understanding, and values to meet patient care needs. 
  5. Cultural sensitivity: The student pharmacist is able to recognize social determinants of health to diminish disparities and inequities in access to quality care.  
  6. Communication: The student pharmacist is able to effectively communicate verbally and nonverbally when interacting with individuals, groups, and organizations.
  7. Self-awareness: The student pharmacist is able to examine and reflect on personal knowledge, skills, abilities, beliefs, biases, motivation, and emotions that could enhance or limit personal and professional growth. 
  8. Leadership: The student pharmacist is able to demonstrate responsibility for creating and achieving shared goals, regardless of position.
  9. Innovation and entrepreneurship: The student pharmacist is able to engage in innovative activities by using creative thinking to envision better ways of accomplishing professional goals.  
  10. Professionalism: The student pharmacist is able to exhibit behaviors and values that are consistent with the trust given to the profession by patients, other healthcare providers, and society.

While meeting ACPE’s standards is paramount, we also expect the students within the Eshelman School of Pharmacy to adhere to our own unique standards, encapsulated in our WE CARE values (Welcoming, Equity, Commitment, Accountability, Respect, and Excellence). We hope that each student not only embraces, but also embodies these values across their didactic, experiential, and co-curricular engagements. Therefore, the completion of documented and reflective activities concerning your experiences in both the curriculum and co-curriculum serves a dual purpose: it allows the School to fulfill ACPE accreditation standards while also showcasing your dedication to our WE CARE values. 

Your responses will be shared with the Director of Curriculum Services to monitor completion, track student progress and learning, and for further discussion on continuous quality improvement.