Continuing Education (CE) or Continuing Professional Development (CPD) are used by pharmacists globally to maintain up-to-date knowledge and skills throughout their careers. The primary aim of this study was to identify the formats or models used by pharmacists for CE and CPD globally. The secondary aim was to identify preferences of pharmacists, in relation to the variety of formats or models used to fulfil mandatory requirements, in order to support future planning of lifelong learning events. A systematic review was performed using PubMed, Science Direct, and Web of Science covering a time period from 1995 until March 2018. Searches were conducted in English, with studies on undergraduate studies being excluded. Eighteen papers from an initial search of 4561 were included from 2004 to 2014. All studies focused on pharmacists. Three studies identified face-to-face learning as a preference, with six studies identifying a positive impact of interactive learning. All four identified studies focusing on online provision were linked to CE. One study highlighted the benefits of blended learning. Two studies identified concluded that no one size fits all. A clear structure of event was highlighted in three studies. Three studies highlighted the relevance of topics to practice, and two studies showed the need for opportunities to apply knowledge. Due to the variety of formats and no consistent model, no perfect model or activity has been identified. However, CPD showed increased practice outcomes versus CE. Although an increasing amount of technology is being utilized, face-to-face learning is still preferred. Interactive, multiple-format learning should be used where possible, to reflect preferences of different learners. There is a need for a structured approach to the planning and learning event itself to support CE and CPD.

Abstract:Background: Pharmacy professionals have multiple opportunities to attend learning events run by a series of providers. However there has never been a large scale evaluation of events. Currently formats of learning sessions differ by provider with no optimum model identified. Pharmacy Education South London (PESL) was formed in April 2014 for the provision of education and training for pharmacy professionals in South London, running sessions multiple times across various locations. Objective:The objective of this work is to identify factors that influence the perceived success of a face to face supplementary education and training event from the perspective of attendees.Methods: Evaluation forms from 600 participants at training events followed by semistructured individual interviews with 11 participants. Key findings:Participants over 55 years were more likely to attend lecture style events versus those aged under 25 years who attended more workshops (P <0.001); there was no correlation with gender. 57.3% (n=344) of participants agreed fully that the event increased their understanding of the topics, although only 38.5% (n=231) stated that it would change their practice. Themes influencing an event fell into three broad themes; personal reasons affecting attendance, success factors for the session and application of learning, all with related subthemes. Subthemes included commitments, convenience, awareness, topic and personal relevance, content and delivery and reference, review and action. Conclusions:In publicising events the topic, including the driver for the topic and the skills that will be obtained, the speaker and their experience plus how learning can be applied after the event should be included.

Why we should create uniform pharmacy education requirements across different countries: a review of current requirements and the need for global regulator input.

An immediate impact was observed in increasing HC knowledge and confidence, service delivery and awareness of facilities for patient sign-posting. There was no statistical evidence to support a positive effect stemming from training on services. However, it was identified that time and further training were needed to both provide and assess value within local public health.

To enhance student engagement and learning, the use of a social medial platform, Snapchat, was introduced into a cohort of second year pharmacy students (n=160). This study aims to evaluate student perception of this intervention which was used in a pharmacy law module. Participation in the intervention was voluntary. An evaluation survey was designed to understand usage of the Snapchat tool through tick box responses and comment boxes. The survey was given out and collected at the end of a lecture. The response rate was 55.6%. Of those with an active Snapchat account, 90% (n=63/69) had joined our pharmacy law Snapchat account. When asked whether Snapchat supported revision, 91.9% (n=57/62) agreed whilst 81.0% (n=51/63) reported that the snapchat account had increased their knowledge in relation to pharmacy law and 93.8% (n=60/64) would recommend this learning tool to their peers.Keywords:  Student engagement, SnapChat, Social media, Pharmacists, Pharmacy Law