This introduction to course describes the course philosophy and learning objectives. It supplements the syllabus and other course documentation.

1. INTRO TO COMMUNITY
PHARMACY PRACTICE
MANAGEMENT (PHAR 660)
David Holdford, RPh, MS, PhD
Professor, School of Pharmacy
Virginia Commonwealth University
How to Thrive in a Competitive Pharmacy
Environment

2. This presentation is to be viewed at your
own pace. It is without audio.

3. LEARNING OBJECTIVES (L.O.)
1. Describe course goals
2. Link skills learned in this course to becoming an
excellent community pharmacist
3. Describe how this course can help you have more
job security in a turbulent health care market

4. L.O.1. COURSE GOALS
4

5. Students who complete this course will:
Meet ACPE accreditation standards and AACP
CAPE Outcomes relating to community
pharmacy practice management
Be better prepared to effectively serve
patients in a sustainable way

6. Content & learning activities in Community Pharmacy
Practice Management are evidence-based & guided by:
ACPE Accreditation Standards & Guidelines
CAPE Recommendations
Current literature from pharmacy, medical, & business
Student feedback from surveys & performance in class exercises
Assessment of student achievement of learning objectives
Preceptor & pharmacist feedback
Professional & research experience of instructors

7. Accreditation Council for Pharmacy Education (ACPE)
Standards linked to course objectives

8. ACPE Standards

9. ACPE Standards

10. Domain Subdomain Key Elements (From ACPE) PHAR 660 Learning Objectives: Community Pharm Practice Management Common barriers to learning
1. Founda-
tional
Knowledge
1.1 Learner The graduate must be able to
develop, integrate, and apply
knowledge from the foundational
sciences (i.e., biomedical,
pharmaceutical, social/
behavioral/ administrative, and
clinical sciences) to evaluate the
scientific literature, explain drug
action, solve therapeutic
problems, and advance
population health and patient-
centered care.
1.1.1. Develop & demonstrate depth & breadth of knowledge in
Community Pharm Practice Management.
1.1.2. Articulate how it is integral to clinical practice, innovations in MTM,
health & wellness initiatives, & delivery of contemporary pharmacy
services.
1.1.3. Integrate knowledge from Community Pharm Practice Management
to explain how to serve the health related needs of individuals &
populations in sustainable ways.
1.1.4. Apply knowledge in Community Pharm Practice Management to solve
practice related problems & advance patient-centered care.
1.1.5. Critically analyze the delivery of pharmacist and pharmacy services to
enhance their effectiveness.
1.1.6. Identify & critically analyze emerging theories, information, &
technologies that may impact patient-centered & population based care.
Lack of student
understanding of the
relevance of Community
Pharm Practice Management
to medication therapy
management or health
outcomes.
Assumption that
"management" is not what
pharmacists do.
Overconfidence in perceived
capabilities.
2. Essentials
of practice &
care
2.1 Patient-
centered care
The graduate must be able to
provide patient-centered care as
the medication expert (collect &
interpret evidence, prioritize,
formulate assessments &
recommendations, implement,
monitor & adjust plans, &
document activities).
2.1.1. Collect subjective & objective evidence related to customer needs,
behaviors, and preferences
2.1.2. Interpret market evidence & customer data.
2.1.3. Formulate evidence based business plans, market assessments, &
recommended strategies.
2.1.4. Interview customers to assess needs and market potential.
Limited knowledge of
complexity of human
behaviors and psychology.
Lack of knowledge
reinforced by a resistance to
learning about any not
related to drugs.
2.2
Medication
use systems
management
The graduate must be able to
manage patient healthcare needs
using human, financial,
technological, & physical
resources to optimize the safety
& efficacy of medication use
systems.
2.2.1. Compare & contrast medication use systems in different pharmacy
practice settings.
2.2.2. Describe the role of the pharmacist in impacting the safety,
effectiveness, & value when serving patients' medication related needs.
2.2.3. Evaluate the role of technology in medication use systems.
2.2.4. Identify & utilize human, financial, & physical resources to optimize
the medication use system.
Lack of life and work
experience that prevents an
understanding of the
complexity of systems.
2.3 Health &
Wellness
The graduate must be able to
design prevention, intervention,
and educational strategies for
individuals and communities to
manage chronic disease and
improve health and wellness.
2.3.1. Discuss strategies to design and manage health and wellness
programs.
2.3.2. Evaluate personal, social, economic, and environmental conditions to
maximize health and wellness.
Lack of life and work
experience that prevents an
understanding of human
behavior when it comes to
health and wellness.
2.4
Population-
based care
The graduate must be able to
describe how population-based
care influences patient-centered
care and the development of
practice guidelines and evidence-
based best practices.
2.4.1. Assess the healthcare needs and wants of a targeted patient
population.
2.4.2. Develop and provide an evidence-based approach that considers the
cost, care, access, and satisfaction needs of a targeted patient population.
Thought and problem solving
processes that are not
evidence based.
Links between
ACPE standards
& Learning
Objectives

11. Domain Subdomain Key Elements (From ACPE) PHAR 660 Learning Objectives: Community Pharm Practice Management Common barriers to learning
1. Founda-
tional
Knowledge
1.1 Learner The graduate must be able to
develop, integrate, and apply
knowledge from the foundational
sciences (i.e., biomedical,
pharmaceutical, social/
behavioral/ administrative, and
clinical sciences) to evaluate the
scientific literature, explain drug
action, solve therapeutic
problems, and advance
population health and patient-
centered care.
1.1.1. Develop & demonstrate depth & breadth of knowledge in
Community Pharm Practice Management.
1.1.2. Articulate how it is integral to clinical practice, innovations in MTM,
health & wellness initiatives, & delivery of contemporary pharmacy
services.
1.1.3. Integrate knowledge from Community Pharm Practice Management
to explain how to serve the health related needs of individuals &
populations in sustainable ways.
1.1.4. Apply knowledge in Community Pharm Practice Management to solve
practice related problems & advance patient-centered care.
1.1.5. Critically analyze the delivery of pharmacist and pharmacy services to
enhance their effectiveness.
1.1.6. Identify & critically analyze emerging theories, information, &
technologies that may impact patient-centered & population based care.
Lack of student
understanding of the
relevance of Community
Pharm Practice Management
to medication therapy
management or health
outcomes.
Assumption that
"management" is not what
pharmacists do.
Overconfidence in perceived
capabilities.
2. Essentials
of practice &
care
2.1 Patient-
centered care
The graduate must be able to
provide patient-centered care as
the medication expert (collect &
interpret evidence, prioritize,
formulate assessments &
recommendations, implement,
monitor & adjust plans, &
document activities).
2.1.1. Collect subjective & objective evidence related to customer needs,
behaviors, and preferences
2.1.2. Interpret market evidence & customer data.
2.1.3. Formulate evidence based business plans, market assessments, &
recommended strategies.
2.1.4. Interview customers to assess needs and market potential.
Limited knowledge of
complexity of human
behaviors and psychology.
Lack of knowledge
reinforced by a resistance to
learning about any not
related to drugs.
2.2
Medication
use systems
management
The graduate must be able to
manage patient healthcare needs
using human, financial,
technological, & physical
resources to optimize the safety
& efficacy of medication use
systems.
2.2.1. Compare & contrast medication use systems in different pharmacy
practice settings.
2.2.2. Describe the role of the pharmacist in impacting the safety,
effectiveness, & value when serving patients' medication related needs.
2.2.3. Evaluate the role of technology in medication use systems.
2.2.4. Identify & utilize human, financial, & physical resources to optimize
the medication use system.
Lack of life and work
experience that prevents an
understanding of the
complexity of systems.
2.3 Health &
Wellness
The graduate must be able to
design prevention, intervention,
and educational strategies for
individuals and communities to
manage chronic disease and
improve health and wellness.
2.3.1. Discuss strategies to design and manage health and wellness
programs.
2.3.2. Evaluate personal, social, economic, and environmental conditions to
maximize health and wellness.
Lack of life and work
experience that prevents an
understanding of human
behavior when it comes to
health and wellness.
2.4
Population-
based care
The graduate must be able to
describe how population-based
care influences patient-centered
care and the development of
practice guidelines and evidence-
based best practices.
2.4.1. Assess the healthcare needs and wants of a targeted patient
population.
2.4.2. Develop and provide an evidence-based approach that considers the
cost, care, access, and satisfaction needs of a targeted patient population.
Thought and problem solving
processes that are not
evidence based.
Problems I have
seen with
student learning
in previous
classes

12. Domain Subdomain Key Elements (From ACPE) PHAR 660 Learning Objectives: Community Pharm Practice Management Common barriers to learning
3. Approach
to practice &
care
3.1 Problem-
solving
The graduate must be able to
identify problems; explore and
prioritize potential strategies; and
design, implement, and evaluate
a viable solution.
3.1.1. Identify and define a practice-related problem in a defined
population.
3.1.2. Define goals and alternative goals.
3.1.3. Explore multiple solutions by organizing, prioritizing, and defending
each possible solution.
3.1.4. Anticipate positive and negative outcomes by reviewing assumptions,
inconsistencies, and unintended consequences.
3.1.5. Implement the most viable solution, including monitoring
parameters, to measure intended and
unintended consequences.
3.1.6. Reflect on the solution implemented and its effects to improve future
performance.
Perceptual and cognitive
biases. Simplistic thinking.
Impulse to come to quick
and simple solutions. Desire
for a "correct" answer.
Lack of a systematic problem
solving framework.
3.2 Educator The graduate must be able to
educate all audiences by
determining the most effective
and enduring ways to impart
information and assess learning.
3.2.1. Present a business model to an audience for feedback and critique.
3.2.2. Use a pitch deck to guide the presentation of information in an
efficient manner to an audience.
3.2.3. Adapt the presentation and delivery to the intended audience.
3.2.6. Assess audience comprehension.
Lack of preparation. Not
focusing on audience
comprehension.
3.3 Patient
advocacy
The graduate must be able to
represent the patients’ best
interests.
3.3.1. Advocate for patient-centered medication therapy to payers,
employers, and other health care providers.
3.3.2. Frame arguments for the benefits and value of medication therapy
that gives patient full understanding of their options.
Unwillingness to challenge
the status quo. Not speaking
truth to power. Being self-
centered instead of patient-
centered.
3.4
Interprofes-
sional
collaboration
The graduate must be able to
actively participate and engage as
a healthcare team member by
demonstrating mutual respect,
understanding, and values to
meet patient care needs.
3.4.1. Establish a climate of shared values and mutual respect necessary to
meet patient care needs.
3.4.2. Define clear roles and responsibilities for team members to optimize
outcomes for specific marketing assignments.
3.4.3. Communicate in a manner that values team-based decision making
and shows respect for contributions from other areas of expertise.
3.4.4. Foster accountability and leverage expertise to form a highly
functioning team.
Poor team habits. Working
as a group of individuals
instead of a team. Not
relying on each team
member's strengths.
Focusing on completing
assignments quickly instead
of the learning objectives.
3.5 Cultural
sensitivity
The graduate must be able to
recognize social determinants of
health to diminish disparities and
inequities in access to quality
care.
3.5.1. Recognize the collective identity and norms of diverse customer
groups without overgeneralizing (i.e., recognize and avoid biases and
stereotyping).
3.5.2. Demonstrate an attitude that is respectful of diversity.
Seeing patients as
homogeneous (e.g.,
"Patients only care about
how fast you fill their
prescriptions.")
3.6
Communica-
tion
The graduate must be able to
effectively communicate verbally
and nonverbally when interacting
with individuals, groups, and
organizations.
3.6.1. Interview potential customers and partners using an organized
structure.
3.6.2. Actively listen and ask appropriate open and closed-ended questions
to gather information.
3.6.3. Summarize findings for use in a business plan.
Not interviewing actual
people. Not getting out of
the classroom and into the
real world.

13. Domain Subdomain Key Elements (From ACPE) PHAR 660 Learning Objectives: Community Pharm Practice Management Common barriers to learning
4. Personal &
professional
development
4.1. Self-
Awareness
The graduate must be able to
examine and reflect on personal
knowledge, skills, abilities, beliefs,
biases, motivation, and emotions
that could enhance or limit
personal and professional growth.
4.1.1. Use metacognition to regulate one’s own thinking and learning.
4.1.2. Maintain motivation, attention, and interest (e.g., habits of mind)
during learning and work-related activities.
4.1.3. Identify, create, implement, evaluate and modify plans for personal
and professional development for the purpose of individual growth.
Not taking the time to think.
Lack of personal
introspection.
4.2 LeadershipThe graduate must be able to
demonstrate responsibility for
creating and achieving shared
goals, regardless of position.
4.2.1. Develop a business case for the value of innovative pharmacist
services.
4.2.2. Work in teams to develop a business plan for implementing a new
clinical service.
4.2.3. Develop relationships, value diverse opinions, and understand
individual strengths and weaknesses to promote teamwork.
4.2.4. Persuasively communicate goals to the team to help build consensus.
4.2.5. Empower team members by actively listening, gathering input or
feedback, and fostering collaboration.
Not recognizing the value of
leadership as a skill desired
by employers. Not realizing
the transferablility of
leadership skills to those
desired in excellent
pharmacists.
4.3 Innovation
&
Entrepreneurs
hip
The graduate must be able to
engage in innovative activities by
using creative thinking to envision
better ways of accomplishing
professional goals.
4.3.1. Demonstrate initiative when confronted with challenges.
4.3.2. Develop new ideas and approaches to improve quality or overcome
barriers to advance the profession.
4.3.3. Demonstrate creative decision making when confronted with novel
problems or challenges.
4.3.4. Assess personal strengths and weaknesses in entrepreneurial skills
4.3.5. Apply entrepreneurial skills within a simulated entrepreneurial
activity.
Fear of being different. Fear
of making a mistake. Fear of
embarrassment.
4.4
Professionalis
m
The graduate must be able to
exhibit behaviors and values that
are consistent with the trust
given to the profession by
patients, other healthcare
providers, and society.
4.4.1. Demonstrate altruism, integrity, trustworthiness, flexibility, and
respect in all interactions.
4.4.2. Display preparation, initiative, and accountability consistent with a
commitment to excellence.
4.4.3. Act consistently in a manner that is legal, ethical, and compassionate.
4.4.4. Recognize that one’s professionalism is constantly evaluated by
others.
4.4.5. Engage in the profession of pharmacy by demonstrating a
commitment to its continual improvement.
Thinking and acting like a
student instead of a health
care professional.

14. L.O.2. Link skills learned in this course
to becoming an excellent community
pharmacist
14

15. Pharmacy
"Icons in this presentation adapted from or made by Freepik from Flaticon.com"

16. Whatever happens outside of the pharmacy
has nothing to do with me.
I control the drugs. Deal with it.
I am the expert. Listen to me.
Talk to the Tech. I’m busy.

17. THE OLD MINDSET
NO LONGER WORKS

18. Step 1
ATTITUDE
Step 2
KNOWLEDGE &
SKILLS
Step 3
ACTION
BECOMING AN EXCELLENT
COMMUNITY PHARMACIST

19. Step 1: ATTITUDE

20. Is this car owned or
being rented by this
man?

21. DUH…Of course it’s owned by the man.
People take better care of things that they own.
Ownership is associated with pride and responsibility.
Renting does not. No one ever washes a rented car.

22. In pharmacy, some pharmacists take ownership of
their practices.
Others are just employees and take no pride or
responsibility of ownership.

23. They are the pharmacists who take no responsibility
for their patients’ health or the financial success of
their practice setting.
They just work there.

24. After graduation, do you plan to own or rent your
pharmacy practice?

25. Step 2: KNOWLEDGE
AND SKILLS

27. http://teaching.uncc.edu/best-practice/goals-
objectives/writing-objectives
Blooms taxonomy is used
By educators to develop
Course learning objectives.
It breaks learning into
Domains associated with
1. Knowing,
2. Analyzing, &
3. Doing
Domain 3
Domain 2
Domain 1

28. http://teaching.uncc.edu/best-practice/goals-
objectives/writing-objectives
If you read assignments &
take class quizzes, YOU
WILL KNOW
If you fully engage in
class exercises, YOU WILL
UNDERSTAND
If you fully engage in
developing business
models and business
plans, YOU WILL BE ABLE
TO DO
Domain 3
Domain 2
Domain 1

30. Each of us fits
Somewhere on
The line in this grid.
The goal of this course
Is to move you further
On the line.

31. Step 3: ACTION

32. ACPE expects all pharmacy students to be able to
manage a pharmacy practice after graduation
They also expect all graduates to be able to write a
business plan

33. I have found that learning to write business models
and business plans is one of the best ways to prepare
yourself to think like an owner of a pharmacy practice

34. BUSINESS MODELS & PLANS
DESCRIBE HOW A BUSINESS (OR
ELEMENT) SERVES CUSTOMERS IN A
SUSTAINABLE WAY

35. Plan for achieving
your mission
Revenue equals
or exceeds
expenses
Sustainable
Expenses exceed
revenues
Unsustainable

36. Term Definition
Business Model A rough description of how customers are
served sustainably
Business Model
Canvas
A one-page overview of the business model
Business Plan A more detailed and formal document about
elements of the business model

37. Organization's
Operation -
Specific
background
about the
organization
where the
product/servic
e will be
provided
Strengths,
Weaknesses -
Your
capabilities to
serve targeted
customers
Service/Product – What is your
specific product/service?
Secondary
Customers -
Who else may
want/ benefit
from your
product?
Partners – Who
might support
you?
Value Proposition – Why should
customers use your product and
not something else?
Opportunities,
Threats -
Potential for
success or
failure in the
market
Competitors –
What might
customers use
instead of you?
Primary Customers – Who do you
think is the right customers to
target?
Costs – What financial and
nonfinancial costs will be
needed?
Pricing & Reimbursement – Where
will the money come from?
Communication Plan – What do
you want to say? How do you
want to say it? What do you
want to happen?
Implementation – What critical things do you need happen for success to occur?
Source: (adapted) Osterwalder A, Pigneur Y. Business Model Generation: A Handbook for Visionaries, Game Changers, and Challengers. Hoboken, NJ.: John Wiley and Sons; 2010.
Business Model Canvas for Pharmacy Services

39. MAJOR ELEMENTS OF BUSINESS PLANS
Executive Summary
Product or Service Description
The Pharmacy's Operation
SWOT Analysis
Primary Targeted
Segments/Markets
Partners
Competitors
Revenue, Pricing, & Costs
Promotional Plan
Implementation Plan
Appendices

40. All students in this course will learn how to put
together the building blocks of business models and
business plans

41. L.O.3. Describe how this course can
help you have more job security in a
turbulent health care market

42. To be truthful, there is no such thing as job security
anymore

43. However, you can manage your risk of obsolescence
to employers

44. The best way to be competitive for pharmacy
positions is to…

45. Make more money for your employer than it cost to
employ you

46. I SAID, “MAKE MORE
MONEY FOR YOUR
EMPLOYER THAN IT
COST TO EMPLOY
YOU!!!!”

47. The higher the return of investment (ROI) of
employing you, the more secure your job and the
greater your compensation potential

48. ROI
Costs of
employing you
Benefits of
employing you

49. ROI
Costs of
employing you
Benefits of
employing you
Often correlated
with your level of
professionalism as
a student

50. The more you know about the business of community
pharmacy practice, the better you can increase your
ROI to employers

51. BE MORE ENGAGED
• No sleep walking through work
day.
• Actively seek ways to serve
patients.
ACCEPT PRACTICE
OWNERSHIP
• Totally committed to the health
& happiness of patients &
employees of the pharmacy.
• Actively seek ways to help the
practice thrive and be
financially successful.
CHANGE PHARMACY
PRACTICE
• Innovate & disrupt the status
quo.
• Possibly get filthy rich while
making a difference.
What I want from VCU pharmacy school
graduates

52. I want preceptors to say, “VCU graduates are
amazing. I want more of them to do rotations at my
pharmacy.”

53. I want employers to say, “My best pharmacists are
VCU graduates. I want to hire more of them.”

54. It is up to you to make this happen