University of Florida College of Pharmacy - CPE Accreditation Application

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Overview
As defined by the ACPE, continuing education for the profession of pharmacy is a structured educational activity designed or intended to support the continuing development of pharmacists to maintain and enhance their competence. Continuing pharmacy education (CPE) should promote problem-solving and critical thinking and be applicable to the practice of pharmacy.

The University of Florida Office of Continuing Pharmacy Education is accredited by the Accreditation Council for Pharmacy Education to provide continuing pharmacy education for pharmacists. Our office reports continuing education to CPE Monitor (for all pharmacists with an NABP e-profile ID) as well as CE Broker (for Florida pharmacists). 

Accreditation for continuing pharmacy education activities can be obtained through this application. Prior to completing this application, please contact our office (ahc-cesupport@ufl.edu) at the beginning of planning any activity to assure that all required steps are taken to meet the ACPE requirements.

Note: Applications must be submitted at least 60 days prior to the planned start date of the activity. Applications are typically processed in a shorter timeline but cannot be guaranteed.


Please complete this application to the best of your ability. Our office will work with you to finalize the provided information prior to the start of the activity. If you need any assistance completing this form, please contact our office (ahc-cesupport@ufl.edu).
 
Submission Details
Activity Director (For RSS activities, this will be the site Coordinator)
The person named below is responsible for directing the development, implementation, and supervision, of the continuing education program.




Examples: Associate Dean; Executive Director; Graduate Coordinator; Clinical Associate Professor; etc.

@ufl.edu

###-###-####

Example: University of Florida, Department of Medicinal Chemistry; University of South Florida, Taneja College of Pharmacy; Ascension Sacred Heart; etc.
Administrative Contact
The person named below is responsible for the organization of the activity, ensuring all tasks and deliverables are met on time. Additionally, this person serves as the primary point of contact for the activity. This person may also be the activity director, but you may have a separate person in each role as desired.




Examples: Associate Dean; Executive Director; Graduate Coordinator; Clinical Associate Professor; etc.

@ufl.edu

###-###-####

Activity Planning Committee
The person(s) listed below is responsible for...
  • Making decisions related to the scope and direction of the content
  • Identification of the educational goals/objectives 
  • Identification of practice gaps and educational needs
  • Selecting faculty/speakers, authors, reviewers, etc. 



Examples: Associate Dean; Executive Director; Graduate Coordinator; Clinical Associate Professor; etc.



Activity Information

A tentative title is acceptable.

Example: The purpose of this course is to provide the pharmacist with an overview of motivational interviewing terms and techniques as a communication and counseling approach designed to help patients find their own motivation to make a positive change in their behavior. Motivational interviewing is a communication style that includes building patient rapport while actively listening and responding in a respectful and non-judgmental manner to empower the patient to reach their own conclusions about making a behavior change.






Example: A conference that is held annually and approved for CE credit through the UF CPE Office.
ACPE Topic Designator


01: Disease State Management/Drug Therapy - activities that address drugs, drug therapy, and/or disease states.

02: HIV/AIDS - activities that address therapeutic, social, ethical, or psychological issues related to the understanding and treatment of patients with HIV/AIDS.

03: Law Related to Pharmacy Practice - activities that address federal, state, or local laws and/or regulations affecting the practice of pharmacy.

04: Pharmacy Administration - activities that address topics relevant to the practice of pharmacy that include the economic, social, administrative and managerial aspects of pharmacy practice and health care.

05: Patient Safety - activities that address topics relevant to the prevention of healthcare errors and the elimination or mitigation of patient injury caused by healthcare errors.

06: Immunizations - activities related to the provision of immunizations, i.e., recommend immunization schedules, administration procedures, proper storage and disposal, and record keeping. This also includes review for appropriateness or contraindication and identifying and reporting adverse drug events and providing necessary first aid.

07: Compounding - activities related to sterile, nonsterile, and hazardous drug compounding for humans and animals. This includes best practices and USP quality assurance standards, environmental testing and control, record keeping, error detection and reporting, and continuous quality improvement processes.

08: Pain Management - activities that address any component regarding the treatment and management of pain, including the prescribing, distribution and use of opioid medications, and/or the risks, symptoms, and treatment of opioid misuse/addiction.

99: Additional Topic Areas - activities related to topics relevant to the practice of pharmacy not included in the classifications of the topic designators 01-08.
ACPE Activity Type

ACPE Format Designator

Home Study Format: Enduring content that does not have live interaction between the speaker and audience. These activities are valid for a maximum of three years, and any date between the 3-year release and expiration date is a valid date of participation to claim credit.

Live Format: Live interaction between the speaker and audience. Specific live dates and locations must be submitted and the learner can only claim credit on those specific live dates.

Home and Live Format: The same activity content is being conducted, but in two different formats. The first format (Live) is conducting the content at a live session with real-time speaker/audience interaction, and the second format (Home study) is a recording of that same live session posted as enduring content. Learners attending the Home study session will receive Home study credit, and the learners attending the live session will receive live credit. Please note that live session recordings uploaded to a webpage for general viewing are not considered enduring content. To be considered enduring content, the assessment of learning must be revised to accommodate the asynchronous format.

Both Format: This activity requires both the home study portion and live portion to be completed for the learner to claim credit. Each format has different content and a different credit amount can be applied to each format tab to make a cumulative credit amount for the entire Certificate Program. This is different than the Home and Live format for Application and Knowledge- based activities, where the Home and Live format is the same content, but created in two different formats.
Live Format






Examples: Zoom; Orange County Convention Center, UF HPNP Rm 4332, etc.

Draft agenda is acceptable.

If notated on the uploaded agenda, please enter "included on agenda".
To be designated as a regularly scheduled series under one Universal Activity Number (UAN), each session within the series must have the same:
  • Number of contact hours
  • Overall learning objectives (presentation aims may vary)
  • Activity type
  • Topic Designator
  • Format (live only)
The date, location, and subject matter of each session must be recorded to distinguish each session as a unique educational offering. No more than one RSS session per UAN may occur on a given date.

All RSS activities are approved on a fiscal year cycle. Approval expires on June 30th of each year. 


Example: The CPE office approves RSS presentations for 1 contact hour each. A series with 12 presentations would be eligible for 12 contact hours.

Please upload your excel presentation roster below. Rosters should include the following information for each entry:
  • Date
  • Presenter name
  • State
  • City
  • Subject (please see Appendix 1 of the RSS Checklist for the full subject list)
  • Format (live only)
Roster information does not need to be finalized at the time of submission, though information should be completed to the best of your ability. It is your responsibility to notify the CPE office of any changes to the submitted roster. Failure to notify the CPE office of changes may result in loss of accreditation.

Both Format
Home Study Format


Consider: When will the content become outdated? Are new guidelines released yearly?


Please round to the nearest quarter hour (i.e. 1.25 hours, 1.5 hours, 1.75 hours, etc.)
Include all course content. For recorded content, use real time (i.e. 60 mins = 1 Credit). For other required content (quiz, required reading, independent case study submission), estimate the time it would take a learner to complete the assignment/reading.



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Financial Information
This information is important for program evaluation and budgeting purposes and to allow UF CPE to maintain necessary accreditation records. Accreditation and other regulatory requirements mandate that commercial support for CE activities be managed by the CPE/CME office, with all honoraria and other expenses paid by the CPE/CME office. 
Direct payment of expenses or participation in planning of program content by a commercial supporter is not permitted.

Please email cesupport@ahc.ufl.edu for a budget template. A budget is required for activities with income/expenses.

If applicable, you may include early bird fees, virtual fees, in-person fees, etc.

Please describe the type of support and anticipated amount(s)
Please email cesupport@ahc.ufl.edu for a budget template. A budget is required for activities with income/expenses.

List companies and amounts

List anticipated number of exhibits and fee amount

List type and amount

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Planning Process


Page 5

Needs Assessment Data and Sources
PROFESSIONAL PRACTICE GAP

What is a professional practice gap?


A “professional practice gap” is when there is a difference between what a healthcare professional is currently doing in their practice compared to what is desired for optimal patient care based on best practice.


A professional practice gap is defined by the Accreditation Council of Continuing Medical Education as a “gap between what the professional is doing or accomplishing compared to what is "achievable on the basis of current professional knowledge.” An example of a practice gap is as follows: “Current guidelines recommend X, but this is not commonly achieved in practice.” The practice gap under consideration could be a gap in clinical practice, but it could also be a gap in administrative practice or research practice, any activity that a pharmacist uses to provide services for patients, the public, or the profession.


To ensure the educational integrity of the educational program, one or more professional practice gaps must be identified that clearly explains the reason for the educational program.


Methods for identifying a practice gap may include:
  • A literature review about the subject to determine best practices
  • New or updated guidelines have been recently published
  • Safety concerns have arisen
  • Training requirements for the healthcare provider have changed; and/or,
  • Results from an annual survey or needs assessment indicates a gap exists.

Examples of a practice gap include but are not limited to:
  • Pharmacists require additional education to expand their knowledge regarding disease states encountered working in a large academic healthcare system.
  • As these products were recently approved for legal use, pharmacists lack knowledge or education regarding potential benefits and risks for cannabis use as an adjuvant therapy.
  • “Patients treated in our facility have an unusually high rate of MRSA infection.” This statement should be followed by an explicit “gap closure” statement, such as, “This activity will seek to close gaps in physician performance in minimally invasive surgery,” or “This activity will seek to improve patient outcomes by reducing rates of hospital-acquired MRSA infection.”



EDUCATIONAL NEED
The educational need is the cause or reason for the professional practice gap - what needs to change or improve to close the gap.

Example 1:
Evidence has shown the traditional open carpal tunnel syndrome (CTS) release may have less surgical risks than an endoscopic approach. This activity will help close gaps in physician knowledge of complication rates in CTS release surgery.

Example 2:
As cannabis products were only recently available to patients legally, few pharmacists have received education regarding potential benefits or risks for cannabis as an adjuvant therapy. After completing this activity, the learner will be able to address knowledge gaps associated with the use of medical marijuana including identifying the clinical risks and benefits to the patient.

Reasons for the gap could be: 
  • Lack of early recognition of...
  • Inappropriate management of...
  • Challenging to stay current with rapid advances in the field, new drugs, etc.
  • Lack of experience in managing or treating...
  • Lack of education or training; training is inadequate/out of date
  • Condition is poorly understood

LEARNING OBJECTIVES
After the professional practice gap(s) is identified, it is important to outline how the educational program seeks to change competence, performance, or patient outcomes. Good learning objectives are key to translating a need into a learning opportunity. Learning objectives should be specific, measurable, and action oriented.

Identify and list at least three (3) learning objectives for the proposed learning activity. If the preponderance of your activity is focused solely on changing provider knowledge, explain how the activity contributes to an overall effort to change learners’ competence or performance or improve patient outcomes.

If the activity focuses on a learner attribute (knowledge, competence, or performance), create objectives that emphasize an intended change in learner behavior such as, “After completing this activity, learners will be better able to…”

All learning objectives should map to the educational needs.




Please enter 3-5 overall learning objectives for your program. Learning objectives should be one sentence each and must use appropriate Bloom's Taxonomy for the selected activity type. Please see page 8 of the UF CPE Faculty Guidance document for a list of approved verbs for each activity type.
DATA SOURCES



Needs Assessment Table
Please complete the needs assessment table below by using the information you have provided above. Your education need(s) should be linked to current practice, the educational gap resulting in the practice, and the learning objective addressing the educational need. Each learning objective must be used. Please add an additional response for each learning objective.
Educational Need Current Best Practice Educational Gap Learning Objective
WHAT is the DESIRED best practice (what SHOULD pharmacists be doing)?
WHAT are pharmacists CURRENTLY doing as a result of the educational gap?
WHY aren't pharmacists currently doing the DESIRED best practice?
Use the DESIRED best practice to develop a learning objective appropriate to the activity format. Remember Bloom's Taxonomy.
Evaluation






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