ArticleAmerican journal of pharmaceutical education2015
Making a Curricular Commitment to Continuing Professional Development in Doctor of Pharmacy Programs.
Article in American journal of pharmaceutical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 9 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
9 citing papers in PubMed.
- Moving a National Preceptor Development Platform From Design to Reality.American journal of pharmaceutical education · 2022Article
- Preparing lifelong learners for delivering pharmaceutical care in an ever-changing world: a study of pharmacy students.BMC medical education · 2020Article
- Report of the 2019-2020 AACP Academic Affairs Committee: Developing the Pharmacist Workforce for Society's Medication Use Needs in 2030.American journal of pharmaceutical education · 2020Article
- Assessing Pharmacy Practitioners' Perceptions of Continuing Pharmacy Education and Professional Development at an Oncology Service Hospital in Nepal: A Pilot Study.Advances in medical education and practice · 2020Article
- Use of a CPD Plan Template with SMART Goals as Part of a Diabetes Pharmacotherapy Module.Innovations in pharmacy · 2020Article
- Implementation of a Continuing Professional Development Course in a Longitudinal Didactic Curriculum for Pharmacy Students.American journal of pharmaceutical education · 2019Article
- The Benefit of Continuing Professional Development for Continuing Pharmacy Education.American journal of pharmaceutical education · 2018Article
- Comparison of StrengthsQuest Signature Themes in Student Pharmacists and Other Health Care Profession Students.American journal of pharmaceutical education · 2018Article
- Assessing a Longitudinal Reflection Curriculum: A Case Study Of Student Self-Awareness Expressed Through Rotation Goal Achievement.Innovations in pharmacy · 2018Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.