A global evidence review of systemic factors influencing participation in pharmacy professional development activities

[Further education and training of German pharmacists]

The 2013 amending directive on the recognition of professional qualifications (2005/36/EC) calls on European countries to implement concepts for the continuing professional development of healthcare professionals. This article examines the development of continuing education and training of pharmacists in Germany and compares it with Austria, France, Switzerland and the UK.The development of a voluntary training certificate for pharmacists in Germany began in the early 2000s. The certificate requires proof of 150 continuing education points, which can be earned by attending lectures, seminars and other educational activities, to be submitted to the responsible chamber of pharmacists. With the introduction of pharmaceutical services and vaccinations in 2022, proof of specific qualification measures will be linked to the authorisation to provide certain services.Specialisation developed differently in the German Democratic Republic (GDR) and the Federal Republic of Germany (FRG). In the GDR, specialisation was possible from 1974 and in the FRG from 1979. Today, further training to become a specialist pharmacist is offered in 10 areas, and additional designations can be acquired in 8 areas. Many EU countries have mandatory continuing education requirements, which are usually monitored by a professional association. Austria introduced mandatory continuing education in 2024. In Switzerland, in addition to specialisation, regular proof of continuing education is also required to manage a community pharmacy. France and the UK have mandatory revalidation systems that go beyond this, with the UK having implemented continuous professional (competence) development most comprehensively. Germany has the opportunity to utilise the experience of other European countries in order to further develop its continuing education and specialisation in line with EU standards.

Physicians' perception towards continuing professional development in government teaching hospitals of Addis Ababa, Ethiopia-mixed method design

BACKGROUND

Continuing professional development has been mandatory for healthcare professionals to renew their licenses. However, there is a shortage of information regarding physicians' perceptions of continuing professional development. Therefore, it is timely to assess the perception of physicians and barriers toward continuing professional development.

METHODS

An institution-based quantitative design triangulated with a qualitative research design was conducted. A total of 367 and 6 study participants were included in the quantitative and qualitative study, respectively. Simple random and purposive sampling strategies were employed to select participants for the quantitative and qualitative parts. Quantitative Data was inserted in EPI-INFO version 7 and cleaned and analyzed using the Statistical Package for the Social Sciences,version 25 statistical program. Binary-dependent categorical variables were analyzed using binary logistic regression. Multiple logistic regression analysis was assessed to observe the association between perception and various explanatory variables. Thematic content analysis was conducted to develop items from transcribed qualitative information.

RESULT

This study involved 367 participants from three government teaching hospitals in Addis Ababa, Ethiopia. Being younger (20-30) had significantly higher odds of positively perceiving continuing professional development. It also showed that the department of healthcare Professionals had a statistically significant association with the perception of continuing professional development. Those working in Internal Medicine and Obstetrics and Gynecology departments and healthcare professionals had significantly higher odds of perceiving continuing professional development as good. The interviews revealed that the barriers to continuing professional development are divided into Individual and health system barriers. The Individual barriers include awareness gap, Motivation Issues and Family size, whereas the health system-related barriers include recognition, infrastructure, time, place, and accessibility. CONCLUSION AND RECOMMENDATION: The study identified the department of the healthcare professional as significantly associated with perception of continuing professional development. Improving patient care collaboration and career progression influenced physicians' perception of continuing professional development. The study findings suggest the need for effective strategies to enhance physicians' engagement in continuing professional development and improve the quality of healthcare services in Ethiopia.

Pharmacist perceptions of continuing professional development and goal development in a community health-system

INTRODUCTION

The Accreditation Council for Pharmacy Education (ACPE) defines continuing professional development (CPD) as a self-directed, ongoing, systematic, and outcomes-focused approach to lifelong learning that is applied into practice. Hospitals and health systems can use the ACPE CPD framework for performance evaluation and to support staff in developing learning goals.

METHODS

This was an exploratory study using cross-sectional surveys and pharmacist self-reported CPD data at a community health system in the Southeastern USA. Surveys evaluating perceived value and use of CPD were administered to pharmacists with descriptive statistics calculated for quantitative survey responses qualitative data from open-ended responses analyzed using content analysis. CPD goals within pharmacist CPD records were reviewed and categorized based on relevance to the pharmacist's current practice setting. Survey results and CPD data were compared using an integrative narrative discussion.

RESULTS

Overall, fifty-seven (33.1%) pharmacists and twelve (85.7%) pharmacy managers and directors responded to surveys. A total of 13 (22.8%) respondents strongly agreed and 21 (36.8%) respondents agreed that using CPD goals to advance their practice increased job enjoyment and 13 (22.8%) respondents strongly agreed and 30 (52.6%) respondents agreed that achievement of CPD goals resulted in improved patient care. A total of 3 (23.1%) managers or directors strongly agreed and 6 (46.2%) agreed that pharmacists are more engaged employees when they use a CPD framework to plan and achieve goals. Additionally, 3 (23.1%) strongly agreed and 7 (53.8%) agreed that using a CPD process for staff development contributed to retention. A total of 1353 CPD goals were documented by 148 pharmacists with 86.3% of goals rated as relevant to practice and 204 (15.1%) containing all specific, measurable, attainable, relevant, and time-bound (SMART) goal components.

CONCLUSIONS

The CPD framework may be a useful approach to support pharmacist development in hospital and health system settings and facilitate performance reviews.

Current and Future Opportunities and Challenges in Continuing Pharmacy Education: A 2024 Update

Following a 2015 conference on the future of continuing pharmacy education (CPE), the Accreditation Council for Pharmacy Education's Board of Directors ratified recommendations to address two key questions: (1) "What next steps should the profession take to ensure practitioner competence based on marketplace and regulatory changes in the next 10 to 15 years?" and (2) "How can the value of CPE be optimized over the next 10 to 15 years?" In this article, we describe how these recommendations have been addressed since the 2015 conference, highlighting advancements in technology and the adoption of continuing professional development, and describe future directions and additional opportunities to optimize CPE.

Jordanian community pharmacists' perceptions and experiences with continuing professional development - A comprehensive analysis

Continuing professional development (CPD) is a process by which healthcare professionals, including pharmacists, can be engaged in life-long learning and development. In 2018, the Jordanian government issued Regulation No. 46, which addresses the CPD and relicensing cycle requirements. This study aims to investigate Jordanian community pharmacists' experiences and perceptions toward CPDs. The study also discussed factors influencing pharmacists' engagement in CPD activities. An online self-administered questionnaire was distributed between August and October of 2022 using a range of participant identification and recruitment strategies. The questionnaire was designed for community pharmacists who are currently in practice. Descriptive data analysis was carried out. Of the 425 participating community pharmacists, 270 (63.5%) had a positive attitude toward CPD in terms of considering CPD to be a professional responsibility for all practising pharmacists. Almost 50% of recruited community pharmacists had no preference between theoretical and practical activities. Moreover, carrying out research projects and participating in research groups were the least preferred CPD activities. Evidence indicates that the most influencing factors were feasibility and capacity-related issues such as time, cost, work burden and requirements and the logistics related to CPD activities. Regulators, professional associations, and legislators are responsible for planning and implementing actions that reduce obstacles and increase facilitators. CPD activities should also be made available through various delivery methods and strategies to guarantee relevance, prevent duplication, and promote pharmacists' involvement.

Nutrition's Role in Quality Healthcare in the United States: Opportunities and Education for Pharmacists to Take a Bite of the Apple and Strengthen Their Skills

With global chronic disease rates on the rise, diet and nutrition remain pivotal yet under-appreciated aspects of healthcare, including in pharmacy practice. This perspective paper delves into how current United States health policies support nutrition's role in healthcare and its integration into pharmacy practice. The paper also reviews the landscape of nutrition education and training for pharmacists, pharmacy roles in multidisciplinary teams and interprofessional nutrition care, and the opportunities for post-graduate nutrition-focused certification, training, and continuing education. It advocates for a paradigm shift towards greater emphasis on nutrition within pharmacy practice, to improve skills and benefit quality patient nutrition care.

Continuing Professional Development Activities Provided by Continuing Pharmacy Education Providers

OBJECTIVE

To describe continuing professional development (CPD)-related continuing pharmacy education (CPE) activities from 2018 through 2023.

METHODS

This was an exploratory study using CPE activities offered by US-based accredited providers from the Accreditation Council for Pharmacy Education Provider Web Tool. Activities were selected based on submission and expiration date, which included activities active from January 1, 2018 to December 31, 2023. The words "professional development" were used to search for CPE activities based on titles. Frequencies were calculated for provider type, delivery method, and activity types. Content analysis was used to identify categories, subcategories, and elements or components of the CPD cycle from activity titles and learning objectives.

RESULTS

A total of 204 activities were identified, with the most common provider type being college or school which provided 41% (n = 83) of the activities. Most activities were designed for pharmacists 76% (n = 156) and primarily delivered in a live seminar format (68%, n = 138) and used a single delivery method (92%, n = 187). Content analysis identified 7 categories and 23 subcategories of activities. Of the 7 activity categories, only 3 had subcategories which reflected elements or components of CPD: precepting and teaching; diversity, equity, and inclusion; and CPD process and principles.

CONCLUSION

This study identified that most CPE activities and learning objectives reflected educational interventions without the inclusion or use of the CPD cycle or process, suggesting that additional provider education on the implementation of CPD and differentiation between CPE and CPD may be necessary.

A qualitative exploration of how pharmacy professionals in primary care utilise planned protected development time

Background

With patients developing more complex healthcare and medicine needs, it is imperative pharmacy professionals enhance their knowledge and skills to enable an advanced level of pharmaceutical practice, improving service provision and supporting patient care. The UK Royal Pharmaceutical Society (RPS) is urging employers to incorporate protected time within the working week to facilitate this development. Currently protected development time (PDT) is not well established within the pharmacy profession and there is little qualitative data available about the utility of this.

Objective

To explore how pharmacy professionals in primary care currently utilise planned protected 'development time' and their perception of this.

Methods

One-to-one semi-structured interviews were conducted between February and March 2023 via Microsoft Teams® with pharmacists, pharmacy technicians (PTs) and pharmacy support workers (PSWs), working in a large Health board area in Scotland who had established PDT since August 2021. Interview recordings were transcribed verbatim and analysed using an inductive thematic framework approach.

Results

Interviews were conducted with 13 participants (12 female); 6 pharmacists, 5 PTs and 2 PSWs. Five core themes were derived from the data: logistics, competing priorities, methods for development, inequalities and benefits. Participants utility of PDT was variable, most focused on self-development to improve clinical knowledge however, supporting the development of others often taking precedence. Disparities in utility and inequity of protection from service delivery were highlighted. All participants befitted from PDT reporting a self-assessed improvement in confidence and competence.

Conclusion

The experience of participants who had PDT was typically perceived as positive including supporting development and improving wellbeing however, it fostered inequalities which needs addressing. Educational input is required to provide direction for development across all four pillars of professional practice; clinical practice, leadership, education and research, promoting advanced practice. Further research is required to assess the impact of PDT on health outcomes of the local population.

Knowledge and perceptions of pharmacogenomics among pharmacists in Manitoba, Canada

Objective: This work was designed to describe the knowledge and perceptions of pharmacogenomics (PGx) among pharmacists in the Canadian province of Manitoba. Methods: A 40-item, web-based survey was distributed to pharmacists in Manitoba. Results: Of 74 participants, one third had some education or training in PGx, and 12.2% had used PGx test results in their practice. Participants' self-rated knowledge of PGx testing and common PGx resources (e.g., Pharmacogenomics Knowledge Base, Clinical Pharmacogenetics Implementation Consortium) was low. Most pharmacists surveyed believe that PGx can improve medication efficacy (82.4%) or prevent adverse drug reactions (81.1%). Most (91%) desired more education on PGx. Conclusion: Manitoba pharmacists reported positive perceptions toward PGx. However, they are currently underprepared to implement PGx into practice.

Principles for Continuing Professional Development (CPD) Programs: A Statement by the ACPE CPD Advisory Committee

Continuing Professional Development (CPD) has received increased attention within the pharmacy profession in the United States and is recognized as a potential pathway for ongoing professional development and practice transformation. Despite potential benefits of CPD, adoption in the United States has remained limited. A CPD program accreditation pathway, including principles, guidance, and a credit system for CPD programs, has recently been approved by the Accreditation Council for Pharmacy Education Board of Directors. This commentary reviews existing literature regarding pharmacy CPD, introduces CPD program principles and guidance for CPD program providers, and describes the model for awarding CPD units.

[Pilot survey on continuing education for pharmacists in Germany]

INTRODUCTION

Continuing education (CE) for pharmacists is mandatory in Germany. However, the findings on CE activities of pharmacists are limited. The aim of this study was to conduct a pilot survey on the CE situation of pharmacists in Germany, including licensed and future pharmacists, to determine the commitment to CE, the attitude towards CE and an obligation to provide evidence, the extent of CE considered necessary and the application of CE content in professional practice.

METHODS

A cross-sectional study was conducted in the form of an online survey using SoSci survey, which was addressed to licensed pharmacists, pre-registration pharmacists, and pharmacy students. The online survey was promoted by pharmaceutical professional societies, trade media and interest groups.

RESULTS

In total, 880 participants were included in the study: 695 pharmacists, 136 pharmacy students and 49 pre-registration pharmacists. Only 50.0% of the participants were aware of their CE obligations. Among the pharmacists, 44.9% reported that they held the voluntary advanced training certificate issued by the Chambers of Pharmacists. 551 participants reported the CE points of the past twelve month. On average, 56.2 ± 50.2 CE points were collected (x̅ = 210.8 CE minutes per month). Pharmacists not holding the voluntary advanced training certificate of the Chamber of Pharmacists collected significantly fewer (p < 0.001) CE points (39.5 ± 32.0 points; x̅ = 148.1 CE minutes per month). On average, the study population considered a minimum number of 33.9 ± 20.9 CE points per year (x̅ = 127.1 CE minutes per month) to be adequate to meet the CE requirements.

DISCUSSION

Although the majority participated in CE, the introduction of nationwide CE commitment monitoring was rejected. On the one hand, this may be linked to a lack of willingness to engage in lifelong learning. On the other hand, it should be borne in mind that, despite the same common nationwide legal basis, the different Chambers of Pharmacists districts have set up different rules concerning the minimum yearly CE commitment, the proof of compliance with CE requirements and fines for non-compliance. Therefore, the introduction of nationwide standard regulations may result in a greater acceptance of CE commitment checks.

CONCLUSION

Pharmacists' willingness to CE participation has so far been dependent on intrinsic motivation. Although many licensed pharmacists were in possession of the advanced training certificate issued by the Chambers of Pharmacists, the majority of participants did not support the introduction of a nationwide CE commitment monitoring. 127.1 CE minutes per month were considered appropriate to fulfill the CE obligations, which is significantly less than the 187.5 CE minutes per month which are required to obtain the advanced training certificate of the Chambers of Pharmacists.

The PRACTICE framework for organising and delivering a learning event for pharmacists' lifelong learning

INTRODUCTION

To date, there is no unified model in Great Britain (GB), or globally, that provides consistency in planning, delivering, and evaluating learning events, that can support pharmacists' lifelong learning. This poses ongoing challenges for quality assurance and standardisation. The aim of this study is to present the development and validation of a framework to support the planning, delivery, and evaluation of learning events.

METHODS

Development and design of the framework was a result of using triangulating methods capturing data from previous studies. Primary validation included face validation and content validation. Secondary validation involved using a think-aloud systematic process. Finally, the framework was trialed in practice by organising, delivering, and evaluating a learning event, following its guidelines.

RESULTS

Initially, the PRACTICE framework included 48 statements. The content validity of the framework was 0.9. Think-aloud interventions resulted in changes to the number and clarity of statements, along with their position in the framework. The final PRACTICE framework consists of 51 statements and was successfully trialed in a face-to-face training event.

CONCLUSIONS

The PRACTICE framework is an instrument supported by validation evidence and has been shown to be used effectively. Although the PRACTICE framework was created primarily for pharmacists, validation showed it can also be used for organising training events for other health care professionals. Future organisation and delivery of events according to the framework will continue to provide evidence about use in different settings.

A review of the continuous professional development system for pharmacists

BACKGROUND

The Portuguese Pharmaceutical Society (PPS) implemented a system of Continuous Professional Development (CPD) for pharmacists in 2004. This system has evolved throughout the years, and currently all active pharmacists in Portugal are required to participate in the CPD program. Each CPD cycle takes 5 years. In each cycle, pharmacists must collect 15 CPD points, through participation in educational activities. The PPS accreditation process is managed via an online platform, where education/training providers, as well as pharmacists themselves, can submit educational activities for accreditation. Pharmacists may access their CPD status and assess their development at any point. The objective of this study was to analyze and review the educational activities submitted by providers over a 11-year period (2009-2019).

METHODS

Data from activities were retrieved from the PPS CPD online platform. All educational activities were labeled according to the area of pharmaceutical professional focus, type of promoter, and activity type.

RESULTS

During the study 3685 activities were analyzed. Over the last decade, submitted activities for accreditation increased in 52.6%. A significantly high proportion (98.9%) of these activities has been accredited. Promoters of activities were mostly pharmacies sectoral associations (29.6%), consultancy/training companies (19.6%), the PPS (18.5%), pharmaceutical industry (17.7%) and wholesalers' consortia (9.0%). Academia represented only 2.3% of the total amount of educational activities. The most frequent topics were related to "pharmacology & pharmacotherapy" (9.9%), followed by "counselling" (9.8%) and "management & administration" (7.2%). The most accredited type of activities was face-to-face (68.9%) and e-learning trainings (13.1%).

CONCLUSIONS

This study shows increasing interest in submitting CPD activities for accreditation between 2009 and 2019, but it also demonstrates that Academia could play a more interventive role in the lifelong learning education of Portuguese pharmacists.

Interviews with Global Pharmacists and Healthcare Professionals in Great Britain to Establish Personal Experiences around Professional Development Activity

Professional development activity is needed to ensure practitioners are up to date and providing optimal patient care. This includes, but is not restricted to, mandatory continuing professional development (CPD) or continuing education (CE) requirements, which differ by professions globally and within countries. This study aimed to investigate perceptions, participation, and individual practice for healthcare professionals in Great Britain (GB) and pharmacists globally to identify similarities and differences after the introduction of revalidation for pharmacists in GB. Qualitative data was received through interviews, which was analysed using content analysis. In total, 24 interviews were completed with pharmacists registered globally, and healthcare professionals registered in GB. A culture of CPD was seen for healthcare professionals in GB and globally for pharmacists; there was no consistent model. Face-to-face activity was common, with an increase in online provision, especially where large geographies were seen. Most learning was completed in the professional’s own time. Multiple providers were seen, with the evaluation of events using questionnaires being commonplace. Different formats of learning were useful for different topics, with skills learning being better when face-to-face. Although varied requirements were in place, regulation should support patient-based practice outcomes. This study showed that commitment to learning was similar in different professions in GB and by pharmacists globally, with similar benefits and challenges.

Perspectives on Continuing Education Programs for Foundation-Level Drugstore Pharmacists in Japan

Background: Continuing education (CE) is important for developing and updating pharmacists’ knowledge, skills, and attitudes. CE programs should be developed according to social requirements but also based on personal requirements depending on the sectors the pharmacists work in. This research aims to explore perspectives on CE programs for foundation-level drugstore pharmacists in Japan. Method: Foundation-level drugstore pharmacists were asked what CE programs or training they needed to develop patient care or customer satisfaction. Results: We obtained 417 opinions (multiple answers were allowed) in 280 responses from 460 pharmacists (male: 245 and female: 215). The products and goods about which drugstore pharmacists wanted to learn covered a wide range. They wanted to learn about taping skills, tests, and products and devices related to care of the elderly. Taping skill would be quite unique for drugstore pharmacists. For special populations, they wanted knowledge and skills related to pregnancy tests and the safe use of medication by pregnant or lactating women. Conclusion: Drugstore pharmacists in Japan have different CE and continuing professional development (CPD) requirements from community pharmacists. The benefits of CE programs meeting pharmacists’ requirements should be evaluated in future research.

The Development and Evaluation of a Structured Continuing Professional Development Programme for Pharmacists in Kuwait: A Feasibility Study

Continuous education and training play a critical role in preparing a competent pharmacy workforce to meet the healthcare needs of the public. This study aimed to evaluate the effectiveness and feasibility of implementing a structured Continuing Professional Development (CPD) training programme for pharmacists in Kuwait. Twenty-one practicing pharmacists participated in the programme. This study evaluated the programme's effectiveness and feasibility by analysing data from three sources: (1) two focus group interviews, (2) CPD records collected in May and November 2019, and (3) online survey responses collected at the middle and end of the programme. Findings from this study showed that implementing a structured CPD programme is feasible and could positively impact pharmacists' practice. A guiding competency framework and continuous feedback from programme instructors added valuable support for pharmacists during the programme, and facilitated an impactful translation of education into practice. This study provides the first data on pharmacists' CPD in Kuwait and serves as a starting point for future education plans, studies, and transformational actions pertaining to pharmacy workforce education and training.