Activities that promote achievement of the 2013 CAPE Outcomes

On Leadership


 The Center for the Advancement of Pharmacy Education (CAPE) 2013 Educational Outcomes delineate outcomes expected of all entry-level PharmD graduates. The outcomes include four domains: Foundational Knowledge, Essentials for Practice and Care, Approach to Practice and Care, and Personal and Professional Development. Student pharmacists have an opportunity to create or structure activities to promote the fourth domain of the CAPE 2013 Educational Outcomes, and by integrating the fourth domain into the curriculum and co-curricular activities, the school and students collaborate together to develop well-rounded students and professionals. 

The fourth domain focuses on personal and professional development including self-awareness, leadership, innovation and entrepreneurship, and professionalism. At the University of Washington (UW) School of Pharmacy, students have created new programs that align with the fourth domain, all based on the needs and feedback from peers. Student pharmacists continue to work with faculty, advisors, other health sciences students, and practitioners to identify strengths and areas for program improvement, and to engineer ways to supplement the educational curriculum. 


The UW School of Pharmacy Practice-Based Leadership and Project Development Course  was created by three students who identified an unmet need and growing interest in pharmacy project development. The course allowed for each student to start an innovative project of interest, discuss difficult interpersonal scenarios, learn about the Institutional Review Board process and inter-professional opportunities, and explore the meaning of leadership. Students revealed obstacles they encountered and insecurities about project development. Group collaborations provided suggestions for improvement and fostered open dialogue to create learning moments. 

Leadership and professionalism

The Unified Professional Pharmacy Organizations of Washington student umbrella organization integrated the year-long Leadership and Professional Development Series into its general meeting structure. The series used short, active, and engaging workshops to address needs in student development. Students led and attended 20-minute workshops such as Networking, Engaging One’s Audience, Giving Feedback, Motivational Leadership, and the Plan-Do-Study-Act cycle.

Using faculty speakers and advisors, the student organization added value to general meetings while continuing the discussion of leadership and professionalism away from the classroom. Student-led workshops allowed students to lead and self-reflect on areas of growth or gaps in their professional development, and the preceptor-led briefing guided students to more extracurricular opportunities to mature these skills.

Innovation and entrepreneurship

The Residency and Post-Graduate Opportunities Round Table Event turned a panel discussion into groups of untimed, intimate discussions with proctors at different stations. Students were free to leave or join conversations. By adjusting to student needs for unencumbered and open dialogue, this change in format allowed students to delve deep into concerns surrounding residency and postgraduate opportunities. 

Another example is Project CHANCE One Million Hearts, a project focused on innovation, professionalism, leadership, and self-awareness. Through collaboration with a community clinic and other health professional students, this project helps an underserved community by providing cardiovascular health education outreach. By combining community health fairs with a growing experiential pharmacy rotations program, students follow a set of patients to assess cardiovascular health. Student pharmacist recommendations are also incorporated into the electronic health record at clinic visits. 

Beyond the white coat

By using the CAPE 2013 Educational Outcomes to join together the faculty and student organizations into one single mission, the goals of personal and professional development in the fourth domain can be achieved. Improvement can be big or small, but it starts with self-awareness and reflection upon the needs of  student pharmacists. Leadership and professionalism do not just take place in class or when the white coat is on. Student organizations can instill basic student development into general events to inspire students to be the pharmacy professional on the front line with other health team members.