scholarly journals The Sustainability of Improvements from Continuing Professional Development in Pharmacy Practice and Learning Behaviors

2015 ◽  
Vol 79 (3) ◽  
pp. 36 ◽  
Author(s):  
Karen J. McConnell ◽  
Thomas Delate ◽  
Carey L. Newlon
Keyword(s):  
Professional Development ◽  
Pharmacy Practice ◽  
Continuing Professional Development ◽  
Learning Behaviors

scholarly journals An Authentic, Practice-Based Assessment as a Catalyst for Continuous Professional Development

Pharmacy ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 15 ◽  
Author(s):  
Sandra Winkelbauer
Keyword(s):  
Professional Development ◽  
Pharmacy Practice ◽  
Continuing Professional Development ◽  
Quality Improvements ◽  
Changing Practice ◽  
Policy Alternatives ◽  
Education Professional Development ◽  
Assessment Approach ◽  
Continual Professional Development

Over the last ten years, pharmacy practice has changed significantly in Canada. It is more important than ever to ensure that the profession engages in continuing professional development in order to keep up with changing practice and changing public demand and scrutiny. The question is, how do we ensure that the required continual professional development occurs and is applied to practice? One Canadian regulator, the Ontario College of Pharmacists, has attempted to address this question by assessing the success of a number of quality assurance options in terms of addressing the competence of pharmacists, and by extension their ability to learn and apply their learning in an ongoing manner. This case study presents three policy options; an analysis of those options; and finally, an evaluation of the best option for this regulator. The policy alternatives considered include a continuing education/professional development requirement, standardized simulated assessment (i.e., observed structured clinical examination) and authentic practice-based assessment. For the Ontario College of Pharmacists, an authentic practice-based assessment approach seems effective at stimulating quality improvements in pharmacists’ practice, likely because the assessment acts as a catalyst for pharmacists to engage in continuing professional development in order to maintain competence.

scholarly journals Continuing Professional Development Needs of Community Pharmacists in Qatar: A Mixed-Methods Approach

2020 ◽  
pp. 0272684X2091804
Author(s):  
Fatima Al-Sulaiti ◽  
Hebatala Fares ◽  
Ahmed Awaisu ◽  
Nadir Kheir
Keyword(s):  
Professional Development ◽  
Mixed Methods ◽  
Professional Training ◽  
Pharmacy Practice ◽  
Community Pharmacists ◽  
Continuing Professional Development ◽  
Care Process ◽  
Cross Sectional ◽  
Professional Development Needs ◽  
Core Areas

Objective This study aims to assess the educational needs and professional competencies of community pharmacists in Qatar to inform the development of relevant continuing professional development (CPD) programs. Methods A mixed-methods cross-sectional exploratory study targeting community pharmacists was conducted using a questionnaire and an event diary. Descriptive and inferential analyses were utilized to analyze the data using the Statistical Package for Social Sciences (SPSS®) version 21 software. For the event diary, thematic content analysis was used for data analysis. Results Drug information skills and pharmaceutical care process were the most identified topics for inclusion in CPD programs. None of the pharmacists thought that they were competent in core areas of pharmacy practice. Community pharmacists who filled an event diary highlighted the need for development in areas such as communication skills and medication safety. Conclusion The identified needs shall help in developing a CPD program that addresses what community pharmacists perceive as educational and professional training needs.

The influence of continuing professional development portfolio records on pharmacy practice

2009 ◽  
Vol 17 (2) ◽  
pp. 107-113
Author(s):  
Andrzej Jerzy Kostrzewski ◽  
Soraya Dhillon ◽  
Danë Goodsman ◽  
Kevin M.G. Taylor
Keyword(s):  
Professional Development ◽  
Pharmacy Practice ◽  
Continuing Professional Development

scholarly journals Global Forum on Quality Assurance in CE/CPD: Assuring Quality across Boundaries

Pharmacy ◽  
2020 ◽  
Vol 8 (3) ◽  
pp. 114
Author(s):  
Jennifer Baumgartner ◽  
Catriona Bradley ◽  
Bronwyn Clark ◽  
Colleen Janes ◽  
Elizabeth Johnstone ◽  
...  
Keyword(s):  
Professional Development ◽  
Quality Assurance ◽  
Continuing Education ◽  
Mutual Recognition ◽  
Pharmacy Practice ◽  
Continuing Professional Development ◽  
Global Forum ◽  
Quality Patient Care ◽  
History Of

As a result of the globalization of access and provision of continuing education and continuing professional development (CE/CPD), the national CE/CPD accreditation organizations of Australia, Canada, Ireland, New Zealand, South Africa, United Kingdom and United States formed the Global Forum on Quality Assurance of Continuing Education and Continuing Professional Development (GFQACE) to investigate and develop means of recognizing CE/CPD across boundaries. Two priorities were identified at their first meeting in 2016: (1) the development of an accreditation framework and (2) the identification of models and approaches to mutual recognition. The GFQACE approved an accreditation framework and facilitated review approach to mutual recognition in 2018 and is currently working on implementation guides. As background to the work of the GFQACE, this article provides a brief history of continuing education (CE) and continuing professional development (CPD) and discusses the value and benefits of CE/CPD to professional development of pharmacy professionals, innovation of pharmacy practice and the provision of quality patient care. Due to the essential role of CE/CPD accreditation in enabling recognition across boundaries, the nature and role of accreditation in defining, assuring and driving quality CE/CPD is described. Four conclusions regarding the broad sharing of perceptions of quality CE/CPD, the potential for expansion of the GFQACE and the benefits to pharmacy professionals, providers and pharmacy practice are discussed.

The influence of continuing professional development portfolio records on pharmacy practice

2009 ◽  
Vol 17 (2) ◽  
pp. 107-113 ◽  
Author(s):  
Andrzej J. Kostrzewski ◽  
Soraya Dhillon ◽  
Danë Goodsman ◽  
Kevin M.G. Taylor
Keyword(s):  
Professional Development ◽  
Pharmacy Practice ◽  
Continuing Professional Development

scholarly journals Adaptive Expertise in Continuing Pharmacy Professional Development

Pharmacy ◽  
2020 ◽  
Vol 8 (1) ◽  
pp. 21
Author(s):  
Naomi Steenhof
Keyword(s):  
Professional Development ◽  
Knowledge Production ◽  
Conceptual Knowledge ◽  
Pharmacy Practice ◽  
Continuing Professional Development ◽  
Local Environment ◽  
Adaptive Expertise ◽  
Rapid Changes ◽  
Core Concepts

Pharmacists are facing rapid changes and increasing complexity in the workplace. The astounding rate of both the evolution and the development of knowledge in pharmacy practice requires that we develop continuing professional development (CPD) to foster and support innovation, creativity, and flexibility, alongside procedural expertise. Adaptive expertise provides a conceptual framework for developing experts who can both perform professional tasks efficiently as well as creatively handle new and difficult-to-anticipate problems. This article approaches knowledge production in daily pharmacy practice and CPD through a cognitive psychology lens, and highlights three educational approaches to support the development of adaptive expertise in the workplace: (1) explaining not just what to do, but why you are doing it, (2) allowing and encouraging struggle, and (3) asking “what if” questions to encourage meaningful variation and reveal underlying core concepts. These three evidence-based strategies will cultivate long-term learning and will support pharmacists as we move into more complicated and ambiguous roles. Pharmacy CPD can be transformed to support the development of both procedural and conceptual knowledge in a local environment to support learning and innovation.

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