The intersection of Growth Mindset and Accreditation in Pharmacy Education.

To describe existing growth mindset literature within pharmacy and healthcare education, describe how a growth mindset can be beneficial in the accreditation process, and propose potential ways to promote a growth mindset in faculty, preceptors, students, and staff within pharmacy education. To help pharmacy learners develop a growth mindset, existing literature emphasizes the need for a shift toward and aligning assessment with growth mindset, helping to create self-directed adaptive learners, leading to healthcare providers who can adjust their practice to tackle expected and unexpected challenges throughout their careers. Strategies to create a culture of growth mindset identified include training faculty and learners on growth mindset and developing new assessments that track a learner's growth. Recommendations for pharmacy educators include encouraging educators to assess their own growth mindset and use a variety of teaching methods and provide feedback on learner effort that encourages the process of learning rather than focusing on individual attributes, traits, and results. Growth mindset intersects with accreditation standards for both professional degree programs and providers of continuing pharmacy education. Continuing professional development process (CPD) is one way to encourage faculty, staff, and students to develop a growth mindset. While a growth mindset can have many positive impacts on pharmacy accreditation, it is essential to recognize that achieving and maintaining accreditation is a multifaceted process involving numerous factors. A growth mindset can positively influence pharmacy education accreditation by fostering a culture of continuous improvement, innovation, resilience, student-centeredness, data-driven decision-making, collaboration, and effective leadership.

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Copyright © 2024. Published by Elsevier Inc.

Déclaration de conflit d'intérêts

Declaration of Competing Interest The authors declare the following financial interests/personal relationships which may be considered as potential competing interests: Logan T Murry reports a relationship with Accreditation Council for Pharmacy Education that includes: employment. J. Gregory Boyer reports a relationship with Accreditation Council for Pharmacy Education that includes: employment. Kimberly Catledge reports a relationship with Accreditation Council for Pharmacy Education that includes: employment. Jacob P Gettig reports a relationship with Accreditation Council for Pharmacy Education that includes: employment. Dimitra V. Travlos reports a relationship with Accreditation Council for Pharmacy Education that includes: employment. Dawn Zarembski reports a relationship with Accreditation Council for Pharmacy Education that includes: employment. Mary E. Kiersma reports a relationship with Accreditation Council for Pharmacy Education that includes: employment. If there are other authors, they declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.