Prior Learning Assessments in a Professional Workplace for Practising Pharmacists and Technicians

Abstract

Background: A prior learning assessment (PLA) is a summative statement of an individual's learning acquired through education and experience. We developed PLA surveys for 3 groups of pharmacy staff: experienced pharmacists with supervisory or clinical roles; pharmacists entering a pharmacy practice residency program; and experienced pharmacy technicians. Methods: Each PLA survey was developed based on a literature review and desirable learning outcomes for a regional pharmacy program. PLAs consisted of numerous potential learning needs, including possible job roles, competencies, essential skills and areas of practice expertise in 11 domains. Pharmacy staff scored past exposure, perceived ability (prior experience) and interest for each potential learning need. Learning needs were calculated as interest score minus ability score. Results: 23 of 38 (61%) experienced pharmacists, all 24 (100%) pharmacy residents and all 17 (100%) pharmacy technicians invited to complete the PLA responded. For each of the 11 domains, Cronbachs alpha scores were greater than 0.69. For experienced pharmacists, the highest learning needs occurred in technical domains (drug distribution and computer/informatics), with low needs in practice management and patient care. For pharmacy residents, the highest learning needs occurred in patient care domains. Pharmacy technician learning needs were greatest in human resources and drug distribution. Conclusion: We developed PLA surveys for experienced pharmacists, pharmacy residents and pharmacy technicians that demonstrate internal consistency reliability. Regulatory bodies, education providers, employers, managers and individual pharmacy personnel can use PLA to identify learning needs either prior to a practice change or as part of continuing professional development planning.

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

“…Retrieved studies were from the United States (n=9), [17][18][19][20][21][22][23][24][25] Australia (n=5), [26][27][28][29][30] United Kingdom (n=5), [31][32][33][34][35] Canada (n=3), [36][37][38] Lebanon (n=2), 39,40 Belgium (n=2), 41,42 Ethiopia (n=1), 43 Spain (n=1), 44 Malaysia (n=1), 45 United Arab Emirates (n=1), 46 Qatar (n=1), 15 and Egypt (n=1). 47 A summary of the included articles can be found in table 1.…”

“…human resource management, budgeting, and strategic planning). 14,15,24,30,37,39,42,44,47 In addition, the healthcare needs of society were also reported as an important topic to include in a CE and/or CPD activity. 44 Pharmacists also expressed a preference for topics related to innovations in disease management and pharmacy practice.…”

“…pharmacy residents or early career pharmacists) expressed a higher need for specific patient care topics, while older and more experienced pharmacists expressed a higher need for managerial and technical topics. 37 Timing of a CE/CPD activity was shown to be an important factor that would encourage pharmacists to attend an activity. 28,40,44,45,47 As pharmacists in different countries may have slightly different duty schedules, CE/CPD activities need to be planned in a flexible manner to fit within their busy daily schedules.…”

Continuing Professional Development for Pharmacy Technicians: Start of an Evolution?

“…Additionally, the CPD program provides an opportunity to deliver professional development required for pharmacy services change initiatives. 3 In early 2008, interviews with pharmacy staff revealed that little technician CPD had occurred, and that which did occur was undesirable due to mandatory attendance with presentations geared towards pharmacists. In February 2008 a proposal for a pharmacy technician CPD program within the WRHAPP was approved.…”