Competency (and Beyond): Think Patient. Collaborate. Develop. Evaluate. Improve. Repeat.

Bruno-Tomé, Andreia; Hadžiabdić, Maja Ortner; Mucalo, Iva; Rennie, Timothy

doi:10.3390/pharmacy7040146

Cited by 4 publications

(2 citation statements)

References 10 publications

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“…7 It serves as a mapping tool for personal and professional development as a united goal for workforce development and an identifier for a gap that needs a training program. 33 The FIP encourages its members to develop and use evidencebased competency frameworks for supporting effective development of practitioners to deliver professional services specific to the local needs. 3,9 Many countries had developed their pharmacy CFs, for instance, African countries, Japan, Croatia, Serbia, and Kuwait.…”

Section: Discussionmentioning

confidence: 99%

Development of pharmacy competency framework for the changing demands of Thailand’s pharmaceutical and health services

Suwannaprom¹,

Suttajit²,

Eakanunkul³

et al. 2020

Pharm Pract (Granada)

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Background: In Thailand, pharmacists are responsible for all activities to ensure access to medicines throughout pharmaceutical supply chain. Competency framework (CF) is an important guidance for professional development and workforce planning. Objective: This study aimed to explore needs for pharmacy services in pharmaceutical supply chain and competencies of pharmacists to serve those needs. It was the first step for developing evidence-based pharmacy CF within the context of Thailand in 2026. Methods: A qualitative method using in-depth interviews to gain rich data from practitioners and leaders in all area of practices. 99 key informants from 56 workplaces in Thailand were interviewed during January and March 2016. Data was transcribed verbatim, and thematic analysis was used. Competencies were extracted, followed by several rounds of group discussion among team members to develop an initial framework. The competencies and CF were presented, and recommendations were gained from professional leaders for refining the findings. Results: The key informants agreed that pharmacist’s works and responsibilities have gradually been drifted to support changes in healthcare and pharmaceutical systems. The upcoming pharmaceutical services call for higher standards of practice, larger number of personnel, and skillful pharmacists who have strong foundation in pharmaceutical knowledge as well as an ability to integrate knowledge into practices. Two sets of CFs were established. The general CF comprises five core domains: product focus, patient focus, healthcare system focus, community focus, and personal focus for self-improvement. These general competencies allow practitioners to perform basic professional tasks, including providing information, dispensing, and compounding. The service-specific competency is the integration of general competencies tailored into specific area of practice. Conclusions: Regarding the professional goal to evolve pharmacists from generalists to specialists for providing higher quality of professional services, the pharmacists are required to demonstrate general competencies and service-specific competencies. The findings serve as the need-based evidence for developing a national CF for pharmacists in Thailand.

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Section: Discussionmentioning

confidence: 99%

Development of pharmacy competency framework for the changing demands of Thailand’s pharmaceutical and health services

Suwannaprom¹,

Suttajit²,

Eakanunkul³

et al. 2020

Pharm Pract (Granada)

View full text Add to dashboard Cite

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“…In healthcare professional education, the requisite competencies of professionals are determined by the societal and health needs of a population and the demands from the health system in the country. Frenk et al (2010) illustrate the interdependence of a health system and education linked with population, which is the core concept of CBE (Bruno-Tomé et al, 2019). CBE has, therefore, received increased attention in healthcare professional education due to the increasing demands on our health systems and consequently, for healthcare professionals, and due to rapidly changing environments.…”

Section: Compe Ten C Y-ba S Ed Educ Ati Onmentioning

confidence: 99%

Enhancing employability opportunities for Pharmacy students; a case study of processes to implement competency‐based education in Pharmacy in Kenya

Ruparelia

McMullen

Anderson

et al. 2021

Higher Education Quarterly

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This paper challenges the western concept of graduate employability as a measure of student success through a case study of a collaboration between pharmacy colleagues in universities in Nairobi, Kenya and Nottingham, UK. As Pharmacy programmes globally adapt their courses to a competency-based education (CBE) approach, we outline the implications of this for graduate success in Kenya. The Ministry of Education in Kenya recently announced a move to CBE across all educational sectors. This has led to a reconfiguring of how pharmacy is not only taught, but also assessed, and what success means for pharmacy graduates in Kenya. The collaboration has highlighted the need for key stakeholders to work together and influence policy change, and redefine employability in terms of behaviours that meet country-wide needs. We outline some of the processes and collaborations we formed to redevelop pharmacy programmes in Kenya, and suggest recommendations for continuing partnerships and sustainability.

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Impact of a gamified simulation on pharmacy students' self-assessed competencies

Hope

Grant

Rogers

et al. 2022

Currents in Pharmacy Teaching and Learning

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Competency (and Beyond): Think Patient. Collaborate. Develop. Evaluate. Improve. Repeat.

Cited by 4 publications

References 10 publications

Development of pharmacy competency framework for the changing demands of Thailand’s pharmaceutical and health services

Development of pharmacy competency framework for the changing demands of Thailand’s pharmaceutical and health services

Enhancing employability opportunities for Pharmacy students; a case study of processes to implement competency‐based education in Pharmacy in Kenya

Impact of a gamified simulation on pharmacy students' self-assessed competencies

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