The Second Round of the PHAR-QA Survey of Competences for Pharmacy Practice

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/pharmacy4030027

Cited by 20 publications

(26 citation statements)

References 15 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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“…Step 1: A Microsoft Excel file was generated composing a matrix of 50 European Pharmacy Competences Framework (EPCF) competences [ 13 ] versus 60 courses in the master’s curriculum. For greater transparency of the file, clusters are separated into individual worksheets and the competences within each cluster are listed in the y -axis.…”

Section: Methodsmentioning

confidence: 99%

“…This framework is intended to be used as a base for a QA system for evaluating university pharmacy education and training at the institutional, national, and/or European levels [ 12 ]. The second round of the PHAR-QA survey of competences for pharmacy practice in Europe was completed in 2016 [ 13 ].…”

Section: Introductionmentioning

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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“… Global rankings of competences in the two rounds of the large panel Delphi process (for original see [ 2 ]). …”

Section: Figurementioning

confidence: 99%

“…This article describes the background and methodology of the PHAR-QA (Quality Assurance in European Pharmacy Education and Training) [ 1 ] project and provides several ideas on the methodology for those wishing to undertake a similar exercise. The results of the PHAR-QA have been published [ 2 ] and the reader of this article should refer to that paper for all details of the methodology, results, conclusions and perspectives.…”

Section: Introductionmentioning

confidence: 99%

The Production of the PHAR-QA Competence Framework

Atkinson

2017

Pharmacy

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This article describes the background and methodology of the PHAR-QA (Quality Assurance in European Pharmacy Education and Training) project that produced a competence framework for pharmacy education and practice in the EU. In order to produce a harmonized competence framework that could be accepted within the EU situation, we developed a two-stage Delphi process centred on two expert panels. A small panel of academics produced the competence framework that was then validated by the rankings of a large panel consisting of representatives of the EU pharmacy community. The main aspects of this process are developed in this article.

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The Second Round of the PHAR-QA Survey of Competences for Pharmacy Practice

Cited by 20 publications

References 15 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

The Production of the PHAR-QA Competence Framework

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