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Integrating pharmacists into interdisciplinary care models is essential for achieving the Quintuple Aim in health care, which emphasizes improving patient outcomes, enhancing patient and provider experiences, reducing costs, and advancing health equity. Despite expanded scopes of practice that facilitate collaborative models, pharmacists often face significant barriers due to inconsistent and insufficient reimbursement for their clinical services. This review seeks to address these challenges by focusing on state‐based legislation and regulations that establish payment parity or create pathways for reimbursing pharmacist clinical services. Through a narrative review, this article systematically compares different states' approaches to pharmacist reimbursement by examining affected payers, billable services, and other pertinent details. The ultimate goal is to propose model characteristics for states considering the enhancement or development of legislation and regulations to ensure equitable payment mechanisms for pharmacist services. By providing a comprehensive overview of existing models and identifying effective legislative characteristics, this review aims to inform and empower pharmacists and their advocates with a better understanding of reimbursement regulations and to inspire community‐driven advocacy for equitable compensation, thus supporting the integration of pharmacists as essential health care providers. [ABSTRACT FROM AUTHOR]

Objective: As the profession of pharmacy continues to evolve, it is important to integrate pharmacy practice change learning into the Doctor of Pharmacy (PharmD) curriculum. The objective of this project was to evaluate how pharmacy practice change was being taught within a PharmD curriculum and to identify strategies for improvement., Methods: The College of Pharmacy's PharmD Curricular Leadership Committee (PDCLC) developed a definition for practice change learning and assembled a team of faculty experts to map practice change to the PharmD curriculum. After conducting student focus groups to gather input on practice change learning experiences and importance from the learner perspective, the team engaged faculty in interviews and mapped actual practice change learning experiences with 2016 Accreditation Council for Pharmacy Education (ACPE) standards and Ohio State University (OSU) College of pharmacy's (COP) ability-based outcomes, highlighting gaps and opportunities., Results: Primary opportunities for improvement in practice change learning were identified and included: integration of value-based outcomes that influence healthcare reimbursement and quality, communication simulations around community health and the value of the pharmacist with organizations outside traditional healthcare settings and with payors, and exposure to careers beyond traditional pharmacy settings., Conclusion: A faculty member has been appointed to lead integration of this content and optimization of practice change knowledge and skill building across courses and years in the program. Future directions involve curricular integration and obtaining alumni feedback to refine effectiveness of the curriculum., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2024 Elsevier Inc. All rights reserved.)