Evolution and Validation of Practice Standards, Training, and Professional Development

CPE

CPD is not a replacement for CPE, but CPE should be one component of a PDP.

ICU pharmacists should focus on CPE programming that meets their defined educational needs and

incorporates several different techniques that will help meet the full range of competencies needed

for clinical practice in the ICU.

Accreditation standards maintain minimum quality assurance of CPE activities.

other organizations as a proxy for professional competency, and this is unlikely to change in the near

or intermediate term.

Traditional didactic lecture-style CPE activities have several limitations toward achieving CPD

learning objectives.

Often non-curricular

ii.

Limited influence on changing practice

iii.

Educational outcomes may not align with the individual’s needs.

iv.

Content is sponsor or speaker driven.

Opportunity for bias (or perception of bias), depending on source of support

vi.

CE efforts are often fragmented across professions (not interdisciplinary).

CPE providers are expanding the diversity of educational methodologies and techniques to include

interaction, experiential learning, simulation, discussion and debate, and role-playing, among others.

Limited evidence suggests that live CE over print, multimedia format, and a series of programs on

a curricular theme is the most effective CE method.

Certificate or credentialing programs

ACLS

ii.

ATLS

iii.

PALS

iv.

Emergency neurological life support (ENLS)

Teaching certificate programs

Structured curricular programs

ACCP Academies

ii.

Fundamental Critical Care Support (FCCS) and Pediatrics Fundamental Critical Care Support

(PFCCS) course

iii.

Membership and participation in national organizations

ACCP; Critical Care PRN

SCCM; Clinical Pharmacy and Pharmacology Section

ASHP; Section of Clinical Specialists and Scientists

American Trauma Society, NCS, American Burn Association, etc.)

Primary and secondary literature

Reading, analyzing, and applying the relevant literature should be central to any strategy of

professional development.

No gold standard strategy for staying current with the literature

Many “foraging” strategies will need to be considered and used.