scholarly journals The Benefit of Continuing Professional Development for Continuing Pharmacy Education

2018 ◽  
Vol 82 (3) ◽  
pp. 6461 ◽  
Author(s):  
James S. Wheeler ◽  
Marie Chisholm-Burns
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Pharmacy Education ◽  
Continuing Pharmacy Education

scholarly journals Advancing the Adoption of Continuing Professional Development (CPD) in the United States

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 157
Author(s):  
James A. Owen ◽  
Jann B. Skelton ◽  
Lucinda L. Maine
Keyword(s):  
Professional Development ◽  
United States ◽  
Patient Care ◽  
Professional Competence ◽  
Care Delivery ◽  
Continuing Professional Development ◽  
The United States ◽  
Pharmacy Education ◽  
Development Plans ◽  
Patient Care Delivery

Over the last four decades, the expanded patient care roles of pharmacists in the United States (U.S.) have increased focus on ensuring the implementation of processes to enhance continuing professional development within the profession. The transition from a model of continuing pharmacy education (CPE) to a model of continuing professional development (CPD) is still evolving. As pharmacists assume more complex roles in patient care delivery, particularly in community-based settings, the need to demonstrate and maintain professional competence becomes more critical. In addition, long-held processes for post-graduate education and licensure must also continue to adapt to meet these changing needs. Members of the pharmacy profession in the U.S. must adopt the concept of CPD and implement processes to support the thoughtful completion of professional development plans. Comprehensive, state-of-the-art technology solutions are available to assist pharmacists with understanding, implementing and applying CPD to their professional lives.

Evaluation of Pharmacist Continuing Professional Development Portfolios

2012 ◽  
Vol 26 (3) ◽  
pp. 237-247 ◽  
Author(s):  
Toyin S. Tofade ◽  
John N. Hedrick ◽  
Stephen C. Dedrick ◽  
Stephen M. Caiola
Keyword(s):  
Professional Development ◽  
North Carolina ◽  
Task Force ◽  
Continuing Professional Development ◽  
Pharmacy Education ◽  
Learning Activity ◽  
Average Score ◽  
Learning Plan ◽  
License Renewal ◽  
Paper Format

Objective: The purpose of this study was to conduct a random continuing professional development (CPD) portfolio audit to assess the portfolios of pharmacists who completed CPD training in the state of North Carolina and reported adopting it in place of the annual 15-hour continuing education (CE) requirement when applying for re-licensure. Methods: The NC Board of Pharmacy (NCBOP) staff randomly selected 30 pharmacists to provide CPD portfolio documentation to the Board electronically or in paper format. This documentation included their completed learning plan, a learning activity worksheet for each completed activity, and the Accreditation Council on Pharmacy Education (ACPE) universal activity number for the CPD training program attended. The Task Force used a multicomponent audit tool to assess each portfolio. Results: Eighty percent of portfolios had at least 15 hours of learning reported. Portfolio assessments indicated an average of 5 learning objectives per individual. Based on the scale of 1 to 5, the Measurable and Specific sections of the objectives scored the lowest with an average score of 3 on both sections. An overall assessment of “adequate” or “comprehensive” was noted for 60% of the portfolios. Conclusion: Pharmacists completing CPD training are capable of following the CPD process with some potential challenges in documentation. Information submitted to the board of pharmacy is considered sufficient for license renewal purposes.

scholarly journals Professional competences, credentialing and continuing professional development in the pharmacy profession - Model Framework for Patient Centered Pharmaceutical Care -

2009 ◽  
Vol 55 ◽  
pp. 57-74
Author(s):  
Renata Slaveska Raichki ◽  
Vasilka Nicha ◽  
Tatjana Kadifkova Panovska
Keyword(s):  
Professional Development ◽  
Continuing Professional Development ◽  
Pharmacy Education ◽  
Patient Centered ◽  
Model Framework ◽  
Pharmacy Profession ◽  
Regulation Policy ◽  
High Standards ◽  
Health Field

The crucial changes have taken place in the role of pharmacy profession in the past decade. All these changes have been systematically evolved and adopted to support professional quality improvement aspect. In general, the worldwide professional and national authorities have been committed to develop the professional competencies, credentialing and continuing professional development; to emphasis the maintenance of high standards of professional development and in response to changes which occurred to pharmacy education and national health regulation policy. The constantly evolving health regulatory environment in each country will shape the progress of this process in the future. This article provides a review of existing concepts for professional competences, credentialing and continuing professional development in pharmacy profession in an attempt to understand and clarify the complexity encountered in this comprehensive domain. It can also serve as a platform for the local interaction of a broad range of authorities in the health field.

Introduction of a Continuing Professional Development Tool for Preceptors

2014 ◽  
Vol 28 (2) ◽  
pp. 212-219 ◽  
Author(s):  
Toyin Tofade ◽  
Jane Kim ◽  
Lisa Lebovitz ◽  
Kim Leadon ◽  
Lena Maynor ◽  
...  
Keyword(s):  
Professional Development ◽  
Health System ◽  
Student Learning ◽  
Continuing Professional Development ◽  
Pharmacy Education ◽  
Learning Goals ◽  
General Consensus ◽  
Development Tool ◽  
Starting Point ◽  
Professional Teaching

Accreditation Council for Pharmacy Education (ACPE) guidelines state that preceptors should “have a systematic, self-directed approach to their own continuing professional development (CPD).” The objective of this study was to encourage preceptors to take advantage of the ACPE CPD resources and implement the concept of CPD (reflect, plan, act, evaluate, record) as a framework for guiding individual preceptor’s continuing development as educators and to determine their opinion regarding the usefulness, effectiveness, and obstacles to implementation of this approach. A total of 3713 preceptors from the participating schools were encouraged to undergo CPD training and invited to respond to a series of questions. Of the initial respondents, 48% represented health system/hospital preceptors, followed by community/independent pharmacists (64 of 236, 28%). Preceptor respondents often train students from multiple schools/colleges (average = 1.9 schools/colleges per preceptor) and 90% agreed or strongly agreed with the statement, “the CPD model, as learned in the webcasts, is beneficial for ongoing preceptor development.” The general consensus was that the preceptor portfolio provided motivation to reflect, plan, and set more defined and realistic goals for students, residents, and themselves as educators and could be a valuable starting point for promoting preceptors’ reflection, planning, and action related to rotation management, professional teaching, and student learning goals.

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