Implementing Standards 2025: Recommendations to Prepare Graduates for Advancements in Practice and Enhance Program Quality

Michelle Z Farland; Kathryn J Smith; C Les Ramos; Zachary R Noel; Emmeline Tran; Elizabeth Unni; Rosalyn Padiyara Vellurattil; Samuel O Adeosun; Elias B Chahine; Arindam Chatterjee; Sharon Connor; Sudip Das; Melgardt de Villiers; Radhika Devraj; Steven Scott; Jane Shtaynberg

doi:10.1016/j.ajpe.2026.101927

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Implementing Standards 2025: Recommendations to Prepare Graduates for Advancements in Practice and Enhance Program Quality

Journal article

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Implementing Standards 2025: Recommendations to Prepare Graduates for Advancements in Practice and Enhance Program Quality

Michelle Z Farland, Kathryn J Smith, C Les Ramos, Zachary R Noel, Emmeline Tran, Elizabeth Unni, Rosalyn Padiyara Vellurattil, Samuel O Adeosun, Elias B Chahine, Arindam Chatterjee, …

American journal of pharmaceutical education, Vol.90(2), 101927

02/2026

DOI: 10.1016/j.ajpe.2026.101927

PMID: 41539570

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https://doi.org/10.1016/j.ajpe.2026.101927View

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Abstract

Summarize best practices identified related to (1) incorporating diagnosis and prescribing in the curriculum; (2) Introductory Pharmacy Practice Experience (IPPE) expectations and duration; (3) providing feedback on administrative leaders; and (4) programs and services to promote student, faculty, staff, and administrator well-being. Colleges/Schools of Pharmacy (C/SOP) should identify where diagnosis and prescribing skills are already embedded within curricula and strategically focus on diagnostic and prescribing responsibilities that entry-level pharmacists are uniquely qualified or positioned to perform. IPPE activities should align with the Pharmacists' Patient Care Process, and C/SOP should explore non-traditional practice models for these experiences. Regular feedback should be provided on the effectiveness of administrators. In turn, administrators should be encouraged to share actions they will take as a result of the feedback provided. There is no one-size-fits-all approach to creating cultures of well-being, but both institutional and individual adjustments will be required. The task force reviewed the ACPE Standards 2025, identified areas with broad impact across the academy, and provided guidance to help institutions meet these standards while advancing education to address the evolving scope of pharmacy practice.

feedback

standards

well-being

Introductory Pharmacy Practice Experiences

Pharmacists’ Patient Care Process

Details

Title: Subtitle: Implementing Standards 2025: Recommendations to Prepare Graduates for Advancements in Practice and Enhance Program Quality
Creators: Michelle Z Farland - Florida College
Kathryn J Smith - University of Iowa
C Les Ramos - Southwestern Oklahoma State University
Zachary R Noel - Piedmont International University
Emmeline Tran - Medical University of South Carolina
Elizabeth Unni - Touro College
Rosalyn Padiyara Vellurattil - University of Illinois Chicago
Samuel O Adeosun - High Point University
Elias B Chahine - Palm Beach Atlantic University
Arindam Chatterjee - Notre Dame of Maryland University
Sharon Connor - University of Pitesti
Sudip Das - Butler University
Melgardt de Villiers - University of Wisconsin–Madison
Radhika Devraj - Southern Illinois University Edwardsville
Steven Scott - Purdue University West Lafayette
Jane Shtaynberg - Fairleigh Dickinson University
Resource Type: Journal article
Publication Details: American journal of pharmaceutical education, Vol.90(2), 101927
DOI: 10.1016/j.ajpe.2026.101927
PMID: 41539570
NLM abbreviation: Am J Pharm Educ
ISSN: 0002-9459
eISSN: 1553-6467
Publisher: Elsevier
Grant note: manuscript. This review assisted the authors with improving the recommendations provided to ensure alignment with the ACPE Accreditation Standards 2025.
Language: English
Electronic publication date: 01/13/2026
Date published: 02/2026
Academic Unit: Pharmacy Practice and Science
Record Identifier: 9985121589302771

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