A Model for Continuing Pharmacy Education

McConnell, Karen; Newlon, Carey L.; Dickerhofe, Jeannine

doi:10.5688/aj730587

Cited by 13 publications

(12 citation statements)

References 6 publications

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“…Furthermore, some Lebanese pharmacists are still not convinced about the usefulness of CE, opposite to the attitude of US pharmacists who perceived mandatory CE as acceptable more than 30 years ago, and to the majority of Irish pharmacists (84%) who agreed that engaging in CE was essential for all practicing pharmacists 19,25-27. Later on, a study conducted in Colorado in 2009 showed that only 10% of the pharmacists showed lack of interest in the live CE program while in Massachusetts (2012), all the surveyed pharmacists showed motivation for CE 21,26. Efforts should be made to increase awareness of the CE system and familiarity with technology, as shown in other countries 6,28…”

Section: Discussionmentioning

confidence: 99%

Mandatory continuing education for pharmacists in a developing country: assessment of a three-year cycle

Sacre¹,

Tawil²,

Hallit

et al. 2019

Pharm Pract (Granada)

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Background:In Lebanon, mandatory continuing education (CE) for pharmacists was implemented in January 2014.Objective:The objectives of this study are to assess 1) the overall adherence to the mandatory CE program, 2) pharmacists’ preferences related to CE, and 3) barriers to adherence to CE.Methods:By the end of October 2017, an evaluation of pharmacists’ participation in the mandatory CE program was conducted using electronic reports available in the Learning Management System (LMS). Descriptive results were presented as frequencies and percentages. In addition, a cross-sectional survey was conducted among pharmacists to better understand their preferences and barriers to their participation to the CE program. Finally, a focus group was organized with pharmacists who did not start their CE.Results:Out of all registered pharmacists in Lebanon, 68.30% started their CE and 25.6% already achieved their required credits. Among pharmacists enrolled in the CE system, the majority (69%) used the online courses at least once. Moreover, CE enrolment was similar among old and young pharmacists except for those newly registered. The majority of pharmacists preferred clinical and pharmacological topics, followed by preventive medicine and transferable skills. Barriers to engaging in CE were mainly work and family obligations, lack of interest, lack of time, and difficulties in commuting and technology use.Conclusion:Although results of the present study are similar to those in developing countries, the resistance to change is higher. The Lebanese Pharmacists Association [Ordre des Pharmaciens du Liban] should develop strategies to motivate and enroll more pharmacists in the CE system, based on the barriers and preferences cited in the results, while continuing to offer high quality and cost-favorable CE programs to Lebanese pharmacists.

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Section: Discussionmentioning

confidence: 99%

Mandatory continuing education for pharmacists in a developing country: assessment of a three-year cycle

Sacre¹,

Tawil²,

Hallit

et al. 2019

Pharm Pract (Granada)

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“…Driesen et al [14] noted that there is no global model in place for lifelong learning. Nevertheless, various models have been outlined for CE or CPD including assessment [15], learning at work [16], reflection [17], peer review [18], and specialization [19]. Formats used include face-to-face, distance learning which includes sent written material to review, and online learning, including webinars or e-learning activities.…”

Section: Introductionmentioning

confidence: 99%

A Systematic Review of Models Used and Preferences for Continuing Education and Continuing Professional Development of Pharmacists

Micallef

Kayyali

2019

Pharmacy

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Continuing Education (CE) or Continuing Professional Development (CPD) are used by pharmacists globally to maintain up-to-date knowledge and skills throughout their careers. The primary aim of this study was to identify the formats or models used by pharmacists for CE and CPD globally. The secondary aim was to identify preferences of pharmacists, in relation to the variety of formats or models used to fulfil mandatory requirements, in order to support future planning of lifelong learning events. A systematic review was performed using PubMed, Science Direct, and Web of Science covering a time period from 1995 until March 2018. Searches were conducted in English, with studies on undergraduate studies being excluded. Eighteen papers from an initial search of 4561 were included from 2004 to 2014. All studies focused on pharmacists. Three studies identified face-to-face learning as a preference, with six studies identifying a positive impact of interactive learning. All four identified studies focusing on online provision were linked to CE. One study highlighted the benefits of blended learning. Two studies identified concluded that no one size fits all. A clear structure of event was highlighted in three studies. Three studies highlighted the relevance of topics to practice, and two studies showed the need for opportunities to apply knowledge. Due to the variety of formats and no consistent model, no perfect model or activity has been identified. However, CPD showed increased practice outcomes versus CE. Although an increasing amount of technology is being utilized, face-to-face learning is still preferred. Interactive, multiple-format learning should be used where possible, to reflect preferences of different learners. There is a need for a structured approach to the planning and learning event itself to support CE and CPD.

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“…Twenty-two studies [13,16,19,22,23,26,[30][31][32][33][34]39,40,[43][44][45]48,50,[52][53][54][55] provided analysis of implementation costs in eLearning without comparison to other learning platforms.…”

Section: Studies Describing Elearning Costs Without a Comparatormentioning

confidence: 99%

“…Despite these deficiencies, these studies provide varying means of cost calculation across different forms of instructional design. [13] No explicit cost methodology/technique described 26 2075 80 Blended Butler et al [16] No explicit cost methodology/technique described 394 23,000 53 Asynchronous Downer et al [19] Provided aggregate cost per leaner 0.04 N/A b 1,989,713 Asynchronous Grayson et al [22] Reported overall cost per learner 1453 N/A 787 Asynchronous Kaufman [26] Provided cost modeling approach N/A N/A N/A Asynchronous Hardwick et al [23] Use of online course deemed lower cost than face-to-face problem-based learning 23 10,000 393 Asynchronous Likic et al [29] Only costs of physical implementation 137 5250 35 Blended Manring et al [31] No explicit cost methodology/technique described 0.07 610 8120 Asynchronous McConnell et al [32] No explicit cost methodology/technique described…”

Section: Studies Describing Elearning Costs Without a Comparatormentioning

confidence: 99%

Exploring the Cost of eLearning in Health Professions Education: Scoping Review

Meinert¹,

Eerens²,

Banks³

et al. 2021

JMIR Med Educ

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Background Existing research on the costs associated with the design and deployment of eLearning in health professions education is limited. The relative costs of these learning platforms to those of face-to-face learning are also not well understood. The lack of predefined costing models used for eLearning cost data capture has made it difficult to complete cost evaluation. Objective The key aim of this scoping review was to explore the state of evidence concerning cost capture within eLearning in health professions education. The review explores the available data to define cost calculations related to eLearning. Methods The scoping review was performed using a search strategy with Medical Subject Heading terms and related keywords centered on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to articles published in English. No restriction was placed on literature publication date. Results In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references following screening. Full-text review resulted in 168 studies being excluded. Of these, 61 studies were excluded because they were unrelated to eLearning and focused on general education. In addition, 103 studies were excluded because of lack of detailed information regarding costs; these studies referred to cost in ways either indicating cost favorability or unfavorability, but without data to support findings. Finally, 4 studies were excluded because of limited cost data that were insufficient for analysis. In total, 42 studies provided data and analysis of the impact of cost and value in health professions education. The most common data source was total cost of training (n=29). Other sources included cost per learner, referring to the cost for individual students (n=13). The population most frequently cited was medical students (n=15), although 12 articles focused on multiple populations. A further 22 studies provide details of costing approaches for the production and delivery of eLearning. These studies offer insight into the ways eLearning has been budgeted and project-managed through implementation. Conclusions Although cost is a recognized factor in studies detailing eLearning design and implementation, the way cost is captured is inconsistent. Despite a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test eLearning cost-effectiveness and how to implement eLearning with cost benefits and advantages over traditional instruction.

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A Model for Continuing Pharmacy Education

Cited by 13 publications

References 6 publications

Mandatory continuing education for pharmacists in a developing country: assessment of a three-year cycle

Mandatory continuing education for pharmacists in a developing country: assessment of a three-year cycle

A Systematic Review of Models Used and Preferences for Continuing Education and Continuing Professional Development of Pharmacists

Exploring the Cost of eLearning in Health Professions Education: Scoping Review

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