ArticleInnovations in pharmacy2019
Designing a Professional Development Course Sequence to Address Standard 4 Elements Using a CPD Framework.
Article in Innovations in pharmacy, 2019. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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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.
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Who cites it
1 citing paper in PubMed.
- Attitudes and opinions of pharmacy undergraduates towards the integration of innovation and entrepreneurship programs into professional education.BMC medical education · 2025Observational
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
ACPE defines personal and professional development as an expected outcome of the Doctor of Pharmacy degree program, but there is scarce data in the literature discussing methods for systematically addressing these concepts in curricula. This paper describes the development and attributes of a four-year professional development course sequence within a college of pharmacy designed to develop students' knowledge, skills, abilities, behaviors, and attitudes necessary to demonstrate self-awareness, leadership, innovation and entrepreneurship, and professionalism through their life-long career. Each course has at least one required activity addressing each of the four elements of Standard 4. The continuous professional development framework is used as a backbone to the course sequence structure, utilizing the four elements of CPD-reflect, plan, act, evaluate.
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