A Pilot Study to Evaluate Clinical Competence in Junior Grade Pharmacy Practitioners

Goldsmith, G. H.; Bates, Ian; Davies, Jonathan S.; McRobbie, Duncan; Webb, DG; Wright, Jeffrey A.; Quinn, Joann Farrell

doi:10.1080/15602210310001604044

Cited by 10 publications

(29 citation statements)

References 6 publications

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“…38,39 The validity, sensitivity, and reliability of the GLF evaluation process has previously been evaluated. 22,23 However, using such a tool is always open to variations in the expectations of individual assessors. To reduce inter-rater variability, the intent was that the same facilitator should complete all evaluations for an individual pharmacist throughout the study.…”

Section: Discussionmentioning

confidence: 99%

“…22 This process was subsequently validated in general pharmacist practitioners in UK hospitals by Antoniou and colleagues. This study demonstrated that practitioners who received feedback on their performance and agreed upon a development plan using the GLF up to 3 times in a 12-month period reached and maintained a defined level of competence faster than did those who were observed without this intervention.…”

Section: Introductionmentioning

confidence: 99%

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Use of a General Level Framework to Facilitate Performance Improvement in Hospital Pharmacists in Singapore

Rutter

Wong

Coombes

et al. 2012

American Journal of Pharmaceutical Education

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Objective. To evaluate the acceptability and validity of an adapted version of the General Level Framework (GLF) as a tool to facilitate and evaluate performance development in general pharmacist practitioners (those with less than 3 years of experience) in a Singapore hospital. Method. Observational evaluations during daily clinical activities were prospectively recorded for 35 pharmacists using the GLF at 2 time points over an average of 9 months. Feedback was provided to the pharmacists and then individualized learning plans were formulated. Results. Pharmacists' mean competency cluster scores improved in all 3 clusters, and significant improvement was seen in all but 8 of the 63 behavioral descriptors ( p # 0.05). Nonsignificant improvements were attributed to the highest level of performance having been attained upon initial evaluation. Feedback indicated that the GLF process was a positive experience, prompting reflection on practice and culminating in needs-based learning and ultimately improved patient care. Conclusions. The General Level Framework was an acceptable tool for the facilitation and evaluation of performance development in general pharmacist practitioners in a Singapore hospital.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Use of a General Level Framework to Facilitate Performance Improvement in Hospital Pharmacists in Singapore

Rutter

Wong

Coombes

et al. 2012

American Journal of Pharmaceutical Education

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“…While pharmacy training will always, necessarily, be built on a strong scientific background (Florence 2002;Florence 2004), the new fitness-to-practice requirements provide an opportunity to review the balance of practice and science in undergraduate curricula and the teaching methods by which they are delivered McRobbie 2004;Academic Pharmacy Group 2005;Wilson et al 2005;Jesson et al 2006;Taylor 2007). Novel teaching and assessment methods such as competency-based assessment, that are more focused on professional acculturation and the training of competent practitioners, may equip Irish pharmacy graduates more thoroughly for the new legal requirements (World Health Organisation 1998; Davies et al 2002;Merrigan 2002;Goldsmith et al 2003;Hill et al 2006;Turner et al 2006;Taylor 2007;Goldie 2008;Petit & Foriers 2008). However, educators must not lose sight of their academic freedom and responsibility in providing a broad and academically rigorous educational experience that equips their students to work in many areas of pharmacy, science, education, and beyond.…”

Section: Discussionmentioning

confidence: 99%

“…There have been several attempts to develop competency-based assessment in pharmacy training at both undergraduate and post-qualification levels McRobbie et al 2002;Merrigan 2002;Goldsmith et al 2003;Hill et al 2006;Kelley & Demb 2006;Turner et al 2006;McMahon & Henman 2007;Duke et al 2008;Petit & Foriers 2008;Pfleger et al 2008). Within the US, the implementation of competency-based assessments has been largely focused on the experiential, latter portion of the course, with other subjects being examined by more traditional examination methods.…”

Section: Competency-based Training and Assessment Of Pharmacistsmentioning

confidence: 99%

New fitness-to-practice requirements for pharmacists in Ireland: Implications for undergraduate pharmacy education

Gallagher

2010

Medical Teacher

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“…The competency based performance evaluation and feedback tool called the General Level 207,209,[293][294][295] This framework is a tool for evaluating pharmacists' performance, providing tailored feedback, and training and guiding professional development. It uses a competency-based checklist and descriptive feedback after a period of direct observation of practice.…”

Section: General Level Frameworkmentioning

confidence: 99%

Advanced practice in paediatric pharmacy: What is it, how do you get there, and what does it mean for children?

Stacey¹

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The quality and safety of medicines use is as important in paediatrics as in adult medicine, and closely linked to the skills, knowledge, attitudes and behaviours of health professionals responsible for patient care. The aim of this research was to investigate advanced paediatric pharmacy practice; how to develop and assess advanced skills; and how these skills improve outcomes for children.Prevention of adverse medication events (AMEs) is the most researched pharmacy impact on patient outcomes. However, there is limited evidence in paediatrics. The first phase of this research investigated AMEs in children, with the hypothesis that: Voluntary reports of AMEs can be used to identify trends over time in response to safety improvement initiatives, and identify associated skills required of health practitioners.The first component of this phase reviewed six months of potential and actual AMEs identified from three databases: clinical incident reports, pharmacist intervention reports and administrative coding using the International Classification of Diseases 10 th Revision (ICD-10). Analysis identified 447 individual AMEs. Little duplication between data sources was found. ICD-10 coding identified the most cases of harm, and intervention and incident reports identified the most cases of error. ICD-10 events rarely involved error and were time-consuming to retrieve, hence this method was not used in subsequent research. The second phase of research tested the hypothesis that:iii Paediatric hospital pharmacists value formal recognition of advanced pharmacy practice, can describe the characteristics of advanced practitioners and identify preferred methods of assessment of advanced practice.Four focus groups, involving 31 Australian paediatric pharmacists, concluded that advanced practice should be formally recognised, and include a foundation in clinical practice, together with education, research and service improvement outside the institution. Multiple methods of assessment were recommended; most preferred were direct observation of practice, peer review and portfolio review. Knowledge of paediatric diseases and drug handling, and skills in communication with children and families, were important.The third phase of the project reviewed two existing datasets to test two hypotheses, the first of which was: Pharmacist interventions can document progression to advanced practice.Six hundred interventions recorded by four pharmacists from one paediatric hospital were retrospectively reviewed over three separate periods from 2005 to 2012. Skills demonstrated in these interventions were rated using a pilot scale from 1 to 5, representing skills typical of intern pharmacists through to advanced practice. Skills increased over time, with more Level 3-5 interventions recorded in the later time periods, and mean skill level increasing from 1.9 to 2.6 (p<0.01).The second hypothesis in this phase was: Training and development priorities in paediatric pharmacy can be identified by direct observation of pharmacists working ...

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A Pilot Study to Evaluate Clinical Competence in Junior Grade Pharmacy Practitioners

Cited by 10 publications

References 6 publications

Use of a General Level Framework to Facilitate Performance Improvement in Hospital Pharmacists in Singapore

Use of a General Level Framework to Facilitate Performance Improvement in Hospital Pharmacists in Singapore

New fitness-to-practice requirements for pharmacists in Ireland: Implications for undergraduate pharmacy education

Advanced practice in paediatric pharmacy: What is it, how do you get there, and what does it mean for children?

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