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Forces driving change in pharmacy education: Opportunities to take academic, social, technological, economic, and political into the future
Author(s) -
Rhoney Denise H.,
Singleton Scott,
Nelson Nicholas R.,
Anderson Sarah M.,
Hubal Robert
Publication year - 2021
Publication title -
journal of the american college of clinical pharmacy
Language(s) - English
Resource type - Journals
ISSN - 2574-9870
DOI - 10.1002/jac5.1407
Subject(s) - politics , restructuring , inflection point , boom , technological change , public relations , social change , pharmacy , tipping point (physics) , marketing , political science , economics , business , economic growth , engineering , law , geometry , mathematics , environmental engineering , macroeconomics , electrical engineering
In pharmacy education, we are experiencing the “new normal” after an “inflection point” along with a host of other overused phrases. Yet, without doubt, there is pressing need to reconsider what was once standard operating procedure. When an inflection point is viewed as opportunity, it sparks a strategic boom. Indeed, the confluence of threats and opportunities caused—or revealed—by the COVID‐19 pandemic is setting the stage for an acceleration of change in professional education. In this paper, we investigate the motivations and approaches to accelerate needed change in pharmacy education. Though prompted by the demand for rapid restructuring in response to the COVID‐19 pandemic, these ideas transcend any one driver. We argue that now is the time to disrupt current practices through innovation leading to new educational models and present sample solutions. We consider academic, social, technological, economic, and political (ASTEP) forces driving the imperative to educational change.