Behavioral Foundations for CBPE: Using the BCW to Advance Individual Readiness to Change Article (Faculty180)

cited authors

  • Rhoney, Denise H; Chen, Aleda M H; Chung, Eunice; Churchwell, Mariann D; Daugherty, Kimberly K; Kleppinger, Erika L; Nelson, Nicholas R; Parker, Dennis; Sibicky, Stephanie L; Stowe, Cindy D; Thornby, Krisy-An A; Gandhi-Patel, Nidhi

description

  • The American Association of Colleges of Pharmacy Academic Affairs Committee (2024-2025) was charged with supporting the implementation of competency-based pharmacy education (CBPE) by developing a validated readiness-to-change instrument and offering recommendations to guide adoption. Recognizing that change requires both organizational support and individual engagement, the committee applied established behavior change frameworks, including the Capability, Opportunity, Motivation-Behavior model and the behavior change wheel, to define the actions needed from faculty, administrators, preceptors, and learners. These behaviors align with the 5 core components of CBPE: (1) outcome competencies that are clearly articulated, measurable, and transparent; (2) progressive sequencing of competencies across the curriculum with defined developmental markers; (3) authentic learning experiences embedded throughout the curriculum; (4) learner-centric, competency-focused instruction with individualized learning plans; and (5) longitudinal assessment practices that document competency acquisition and progression. A national Delphi panel and stakeholder focus groups informed the development of the instrument. Additional data gathered at the 2025 American Association of Colleges of Pharmacy Interim Meeting showed general support for CBPE but also identified challenges such as limited faculty familiarity, insufficient resources, gaps in technological infrastructure, and uncertainty around assessment methods. Based on these findings, the committee presents practical recommendations, including faculty development, systems alignment, and leadership support. The report emphasizes that meaningful progress requires coordinated efforts across institutions and roles-built through collaboration, sustained by inclusive leadership, and shaped by the voices of those responsible for teaching and learning. With the right educational infrastructure and stakeholder engagement, CBPE can be effectively implemented to better meet the needs of learners, the profession, and society.

authors

publication date

  • 2025

published in

start page

  • 101470

volume

  • 89