The PHAR-QA Project: Competency Framework for Pharmacy Practice—First Steps, the Results of the European Network Delphi Round 1

Atkinson, Jeffrey; Paepe, Kristien De; Sánchez–Pozo, Antonio; Rekkas, Dimitrios M.; Volmer, Daisy; Hirvonen, Jouni; Božič, Borut; Skowron, Agnieszka; Mircioiu, Constantin; Marcincal, Annie; Koster, Andries S.; Wilson, Keith A.; Schravendijk, Christiaan Van

doi:10.3390/pharmacy3040307

Cited by 16 publications

(25 citation statements)

References 12 publications

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“…Developed tool includes personal and patient care competences presented in 11 domains and 50 particularly defined competences ( Appendix B ). The tool has been validated in a two-round Delphi survey by more than 2000 representatives of different pharmacy stakeholders in Europe [ 21 , 22 ]. For the implementation of the EPCF, it was important to learn its usability as a guideline for evaluation and development of pharmacy curricula in the EU.…”

Section: Methodsmentioning

confidence: 99%

The Implementation of Pharmacy Competence Teaching in Estonia

Volmer

Sepp²,

Veski

et al. 2017

Pharmacy

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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.

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Section: Methodsmentioning

confidence: 99%

The Implementation of Pharmacy Competence Teaching in Estonia

Volmer

Sepp²,

Veski

et al. 2017

Pharmacy

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“…The level of agreement of scores among individual evaluators participating in the study was assessed using the Delphi methodology [ 14 , 15 ]. A Delphi consensus panel was run with the aim of evaluating coverage of competences as defined by the PharQA framework in the current master’s curriculum.…”

Section: Methodsmentioning

confidence: 99%

Curriculum Mapping of the Master’s Program in Pharmacy in Slovenia with the PHAR-QA Competency Framework

et al. 2017

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This article presents the results of mapping the Slovenian pharmacy curriculum to evaluate the adequacy of the recently developed and validated European Pharmacy Competences Framework (EPCF). The mapping was carried out and evaluated progressively by seven members of the teaching staff at the University of Ljubljana’s Faculty of Pharmacy. Consensus was achieved by using a two-round modified Delphi technique to evaluate the coverage of competences in the current curriculum. The preliminary results of the curriculum mapping showed that all of the competences as defined by the EPCF are covered in Ljubljana’s academic program. However, because most EPCF competences cover healthcare-oriented pharmacy practice, a lack of competences was observed for the drug development and production perspectives. Both of these perspectives are important because a pharmacist is (or should be) responsible for the entire process, from the development and production of medicines to pharmaceutical care in contact with patients. Nevertheless, Ljubljana’s graduates are employed in both of these pharmaceutical professions in comparable proportions. The Delphi study revealed that the majority of differences in scoring arise from different perspectives on the pharmacy profession (e.g., community, hospital, industrial, etc.). Nevertheless, it can be concluded that curriculum mapping using the EPCF is very useful for evaluating and recognizing weak and strong points of the curriculum. However, the competences of the framework should address various fields of the pharmacist’s profession in a more balanced way.

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“…, 8.5 months [11]. Respondents came from 36/49 countries of the European Higher Education Area [12].…”

Section: Methodsmentioning

confidence: 99%

A Study on How Industrial Pharmacists Rank Competences for Pharmacy Practice: A Case for Industrial Pharmacy Specialization

Atkinson¹,

Paepe

Sánchez–Pozo

et al. 2016

Pharmacy

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This paper looks at the way in which industrial pharmacists rank the fundamental competences for pharmacy practice. European industrial pharmacists (n = 135) ranked 68 competences for practice, arranged into 13 clusters of two types (personal and patient care). Results show that, compared to community pharmacists (n = 258), industrial pharmacists rank competences centering on research, development and production of drugs higher, and those centering on patient care lower. Competences centering on values, communication skills, etc. were ranked similarly by the two groups of pharmacists. These results are discussed in the light of the existence or not of an “industrial pharmacy” specialization.

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The PHAR-QA Project: Competency Framework for Pharmacy Practice—First Steps, the Results of the European Network Delphi Round 1

Cited by 16 publications

References 12 publications

The Implementation of Pharmacy Competence Teaching in Estonia

The Implementation of Pharmacy Competence Teaching in Estonia

Curriculum Mapping of the Master’s Program in Pharmacy in Slovenia with the PHAR-QA Competency Framework

A Study on How Industrial Pharmacists Rank Competences for Pharmacy Practice: A Case for Industrial Pharmacy Specialization

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