About

Debra Copeland is a Clinical Professor in the Department of Pharmacy and Health Systems Sciences at Bouvé College of Health Sciences, Northeastern University. She holds a PharmD and is registered as RPh, FNAP. Her role involves teaching and clinical responsibilities within the pharmacy program. The page does not specify her research focus, background, or key contributions.

Research topics

• Computer Science
• Geography
• Sociology
• Engineering
• Medical education
• Nursing
• Medicine
• Archaeology
• Pedagogy
• Data science

Selected publications

• Assessing Student Skill Development: A Pre- and Post-IPPE Evaluation Framework Aligned with Real-World Pharmacy Practice

  American Journal of Pharmaceutical Education · 2025-11-01

  articleOpen access1st authorCorresponding
  PublisherDOI

• It's Like Herding Cats, But You CAN Teach Old Dogs New Tricks! Course-Planning Dashboard 2.0

  American Journal of Pharmaceutical Education · 2025-11-01

  articleOpen access
  PublisherDOI

• EmpowerED: Elevating Faculty through Mentorship in Competency-Based Education

  American Journal of Pharmaceutical Education · 2025-11-01

  articleOpen access
  PublisherDOI

• Developing a Competency-Driven Curriculum at the COEPA Cabana is the Hottest Spot North of Havana

  American Journal of Pharmaceutical Education · 2024

  • Sociology
  • Geography
  • Sociology
  PublisherDOI

• A Not-So Trivial Pursuit: Using Implementation Science to Develop a Competency-Driven Curriculum

  American Journal of Pharmaceutical Education · 2024-09-01

  articleOpen accessSenior author

  Objective: Implementation science tools, like the National Implementation Research Network’s (NIRN) Heptagon Tool, can be utilized to determine the need, evidence, fit, usability, capacity, and supports for implementing change. One institution used this method to explore the “fit and feasibility” of revising the PharmD curriculum to a competency-driven model.

  PublisherDOI

• It’s Like Herding Cats, but Implementing a Course Planning Dashboard for Integration and Team-Teaching Works

  American Journal of Pharmaceutical Education · 2024

  • Computer Science
  • Computer Science
  • Engineering
  PublisherDOI

• DEVELOPING A COMPETENCY-DRIVEN CURRICULUM IN A DOCTOR OF PHARMACY PROGRAM

  EDULEARN proceedings · 2024-07-01

  articleSenior author
  PublisherDOI

• A NOT-SO TRIVIAL PURSUIT: USING IMPLEMENTATION SCIENCE TO DEVELOP A COMPETENCY-DRIVEN CURRICULUM

  EDULEARN proceedings · 2024-07-01

  articleSenior author
  PublisherDOI

• ASSESSMENTS FOR STUDENT SKILL PROFILE CREATION AND PROFESSIONAL IDENTITY FORMATION IN A COMPETENCY-DRIVEN CURRICULAR MODEL

  EDULEARN proceedings · 2024-07-01

  article1st authorCorresponding
  PublisherDOI

• Professional Identity Formation: Using an Institutional EPA based IPPE assessment

  American Journal of Pharmaceutical Education · 2023

  1st authorCorresponding
  • Computer Science
  • Medical education
  • Medicine

  As the AACP Strategic Plan 2021-2024 emphasizes professional practice identity of future pharmacists, we sought to evaluate our university’s embedded model of immersive co-operative education (co-op)/IPPE as a change agent in the development of professional identity formation (PIF) in pharmacy students. Our co-op/IPPE model’s tenets of preparation, activity, and reflection allows our students to complete 1360 IPPE hours immersed in pharmacy practice settings.

  PublisherDOI

Frequent coauthors

• Michael J. Gonyeau

  10 shared

• Stephanie L. Sibicky

  Northeastern University

  6 shared

• Matthew Lacroix

  University of Rhode Island

  5 shared

• Margarita V. DiVall

  Northeastern University

  4 shared

• Scott K. Stolte

  Wilkes University

  3 shared

• Peter Mbi

  University of Maryland, Baltimore

  3 shared

• Stuart T. Haines

  American College of Clinical Pharmacy

  3 shared

• Amy L. Pittenger

  University of Minnesota

  3 shared

Labs

• Department of Pharmacy and Health Systems SciencesPI