Scottish pharmacists’ views and attitudes towards continuing professional development

Power, Ailsa; Johnson, B. Julienne; Diack, Lesley; McKellar, Susan; Stewart, Derek; Hudson, Steve

doi:10.1007/s11096-007-9156-5

Cited by 43 publications

(83 citation statements)

References 7 publications

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“…The participation rates for paediatricians (31%), GPs (37%) and pharmacists (40%) could be qualified of low; however, they are concordant with those found in other published studies using neither follow-up nor fee [30,31]. Nevertheless, the number of participating paediatricians and pharmacists being limited, generalization of the poor effectiveness of the DDL to the whole source population could be questioned.…”

Section: Limitationssupporting

confidence: 78%

Relevance of a “Dear Doctor letter” to alert healthcare providers to new recommendations for vitamin D administration

Théophile

Miremont-Salamé

Robinson

et al. 2011

Eur J Clin Pharmacol

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Results: Only 49% of responding paediatricians, 48% of GPs, and 67% of pharmacists were aware of the warning. Among the participating health professionals aware of the warning and who prescribed/dispensed these vitamins, 50% of paediatricians, 68% of GPs declared to have changed their prescription and 68% of pharmacists declared to have modified their advice when dispensing. For the responding health professionals, postal letters remained however the best way to issue safety warnings. Some of them suggested a better identification of the DDL and a wider dissemination of the information to other stakeholders involved in the health system. Conclusions:Health professionals paid little attention to the DDL that was therefore unlikely to change their practices. A relevant measure to disseminate recommendations for medicine administration could consist in applying stickers on medicine boxes, as it presents the advantage to directly inform the concerned population, i.e. the parents.3

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Section: Limitationssupporting

confidence: 78%

Relevance of a “Dear Doctor letter” to alert healthcare providers to new recommendations for vitamin D administration

Théophile

Miremont-Salamé

Robinson

et al. 2011

Eur J Clin Pharmacol

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“…13,26 The CPD model is most successful when pharmacists receive training and support for the development of skills for lifelong learning. [27][28][29] Experience with the CPD model around the world is growing; [27][28][29][30][31][32][33][34][35] however, it has not been fully adopted by pharmacists 27,31 and use varies depending on the practice setting. 12,33 The role of university-based CE has been described as fulfilling "the needs or goals of learners seeking professional development, personal enrichment, or the furthering of knowledge and skills" 36 often in collaboration with other faculties, universities, communities, and external organizations.…”

Section: Introductionmentioning

confidence: 99%

University-Based Continuing Education for Pharmacists

Schindel

Kehrer

Yuksel

et al. 2012

American Journal of Pharmaceutical Education

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University-based continuing education (CE) fulfills an important role to support the professional development of pharmacists, advance the practice of pharmacy, and contribute to societal needs for research and healthcare services. Opportunities for pharmacists to engage in new models of patient care are numerous worldwide, particularly as pharmacists' scope of practice has expanded. Approaches to CE have changed to address the changing needs of pharmacists and now include a variety of approaches to support development of knowledge and skills. There is emphasis on the learning process as well as the knowledge, with the introduction of the concept of continuing professional development (CPD).As institutions of research and education, universities are uniquely positioned to bridge the gap between academic and practice environments, providing opportunities for translation of knowledge to practice. The Faculty of Pharmacy and Pharmaceutical Sciences at the University of Alberta is a provider of CE in Alberta, Canada, where an expanded scope of pharmacy practice includes prescribing, administering injections, accessing electronic patient records, and ordering laboratory tests. In this paper, the Faculty offers views about future directions for CE, including the integration of CE with core faculty activities, expanding the audience for CE, areas of focus for learning, and partnerships. Finally, we hope to ignite dialogue with others in the profession about the role and function of university-based CE.

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“…However, other studies using web-based surveys at assessing needs, barriers and preferences of pharmacists in lifelong learning also had response rates between 20%-25% [5,25,26].…”

Section: Discussionmentioning

confidence: 99%

Gender Differences in Motivation and Learning Preferences of Pharmacists in Lifelong Learning

Tsoi¹,

Boer²,

Koster³

2014

JPP

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Abstract:Objectives: To analyse motivation and preferences of pharmacists who participate in CE (continuing education) to develop suitable lifelong learning programmes for pharmacists. Methods: An online questionnaire, which explored the motivation and preferences of the pharmacists to lifelong learning, was sent to all members of the Royal Dutch Pharmaceutical Society (4321) in the Netherlands. The data were analysed using a non-hierarchical clustering technique. Key findings: Two clusters of pharmacists were discovered. Cluster A pharmacists (n = 474) were more motivated by credit points (63.5% vs. 47.2%), personal interest (84.1% vs. 56.3%), updating knowledge (73.8% vs. 56.8%) and topicality of CE courses (47.7% vs. 26.1%). Cluster B pharmacists (n = 199) were predominantly motivated by the aspect "duty as a care-giver" (97.0% vs. 0 % in cluster A). Pharmacists who belonged to cluster A tended to be women (60.5%), often worked part-time (29.3%) and mostly preferred lectures (71.1%). Cluster B pharmacists consisted of statistically significantly more male pharmacists (52.8%, p = 0.001), worked more full time (77.4%, p = 0.009) and mostly preferred blended learning (62.3%, p = 0.047). Conclusions: These results suggest the use of different education formats for different kinds of pharmacists to participate in CE activities.

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Scottish pharmacists’ views and attitudes towards continuing professional development

Cited by 43 publications

References 7 publications

Relevance of a “Dear Doctor letter” to alert healthcare providers to new recommendations for vitamin D administration

Relevance of a “Dear Doctor letter” to alert healthcare providers to new recommendations for vitamin D administration

University-Based Continuing Education for Pharmacists

Gender Differences in Motivation and Learning Preferences of Pharmacists in Lifelong Learning

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