The Implementation of Pharmacy Competence Teaching in Estonia

Abstract

Background: The PHAR-QA, “Quality Assurance in European Pharmacy Education and Training”, project has produced the European Pharmacy Competence Framework (EPCF). The aim of this study was to evaluate the existing pharmacy programme at the University of Tartu, using the EPCF. Methods: A qualitative assessment of the pharmacy programme by a convenience sample (n = 14) representing different pharmacy stakeholders in Estonia. EPCF competency levels were determined by using a five-point scale tool adopted from the Dutch competency standards framework. Mean scores of competency levels given by academia and other pharmacy stakeholders were compared. Results: Medical and social sciences, pharmaceutical technology, and pharmacy internship were more frequent subject areas contributing to EPCF competencies. In almost all domains, the competency level was seen higher by academia than by other pharmacy stakeholders. Despite on-board theoretical knowledge, the competency level at graduation could be insufficient for independent professional practice. Other pharmacy stakeholders would improve practical implementation of theoretical knowledge, especially to increase patient care competencies. Conclusions: The EPCF was utilized to evaluate professional competencies of entry-level pharmacists who have completed a traditional pharmacy curriculum. More efficient training methods and involvement of practicing specialists were suggested to reduce the gaps of the existing pharmacy programme. Applicability of competence teaching in Estonia requires more research and collaborative communication within the pharmacy sector.

Transversal Competences: Their Importance and Learning Processes by Higher Education Students

“…So as to correspond to the traits, expectations, aspirations and needs of its students, the demands of the market and work, the mission of the University and the need to foster (transversal) competences, how can they be taught? Its teaching will have to be grounded on an active teaching based, for example, on a work that approaches, in certain moments, the actual professional practice, with the contextualized use of the theoretical component [11,14,18,40,42,43]. Some examples of these methodologies are work-based projects, project work, case-and-problem-based projects, which foster and boost the development of not only technical-scientific but also transversal competences in students.…”

“…The initial and continuous training of transversal competences is central to the necessary and always updated preparation of the professional in several fields, as well as to organizational efficiency [10][11][12]. So as to carry out a reflection and discussion on this topic, this article, which puts forward an analysis of a wide set of articles that address transversal competences, will focus on the following issues: (1) The higher education mission and the place of transversal competences;…”

Alignment of CanMEDS-Based Undergraduate and Postgraduate Pharmacy Curricula in The Netherlands

“…Designing teaching/learning activities, feedback formats, and assessment tasks requires the adoption of an explicit model of student cognitive development [ 4 , 29 , 32 ] and alignment of all elements of the curriculum [ 33 ]. Mapping of the curriculum elements (teaching/learning tasks, internships, feedback formats, assessments, teacher, and preceptor roles) on a competency framework [ 34 , 35 ] can be helpful in identifying gaps, overlaps, omissions, and duplicates in the designed curriculum [ 36 , 37 , 38 ] and making comparisons between the experienced curriculum and the designed curriculum can be helpful in optimizing a curriculum [ 35 , 39 ]. Usually several rounds of internal and external reviews (visitation, accreditation) are required to arrive at an effective and efficient curriculum [ 29 ].…”

Pharmacy Practice and Education in Estonia

“…After several changes (in 1997, 2003, 2007, 2019) different new courses have been introduced focusing on clinical pharmacy and patient-centred communication. In the current pharmacy curriculum, there is a balance of chemical and medical subjects [26]. The traineeship is provided for six months during the 5th year of study mostly at community pharmacies but also in hospital pharmacies.…”

“…In 2017, the pharmacy curriculum was evaluated using the PHAR-QA framework for competency-based education [26] with feedback from teaching staff and students at the University of Tartu as well as from different pharmacy stakeholders such as community pharmacists, hospital pharmacists, industrial pharmacists and drug authority experts. Representatives of different pharmacy sectors addressed several issues in the pharmacy programme organisation and training methods and suggested several solutions:increased collaboration between different health care professionals,more integrated training and common courses with medical students,more patient care competencies linking the pharmacy programme with practice,more reflection and practical implementation of theoretical knowledge,broader use of problem-based learning,introduction of business and entrepreneurship subjects to the pharmacy programme, andenhanced requirements for pharmacy students and for internship supervisors at community and hospital pharmacies given that pharmacy internship plays a very important role in implementing of professional competencies.…”