Community pharmacists' preferences for continuing education delivery in Australia

Objective. To educate pharmacists and assess their knowledge of and ability to calculate the Drug Burden Index (DBI) using a continuing professional development (CPD) intervention. Methods. The intervention included designing education surrounding the DBI and its application in practice and assessing knowledge in the form of a CPD education article with four multiple-choice questions (MCQs). Deidentified demographic data on participants were collected. Results. Multiple-choice questions were completed by 2522 pharmacist participants: 97.9% of participants successfully completed the CPD assessment (answered three or four MCQs correctly), and 76.5% of participants achieved a perfect score (answered four MCQs correctly). The question that required calculation of the DBI for a fictional patient was answered correctly least often (81.8%). Conclusion. Pharmacist participants had good knowledge of using DBI in practice; difficulty was observed in calculating the DBI for a hypothetical patient. This CPD intervention provided a practical medium for educating and assessing pharmacists' knowledge of the DBI.

Section: Discussionsupporting

confidence: 87%

Education and Assessment of Pharmacists on the Use of the Drug Burden Index in Older Adults Using a Continuing Professional Development Education Method

Kouladjian

Chen

Gnjidic

et al. 2016

“…However, reflective practices have shortcomings as well as strengths. While reflective practice enhances the development of competent, self-directed, lifelong learning, [4][5][6][7][8] mentoring, 9 professional development 7,[10][11][12][13][14][15][16][17][18] critical evaluation, [19][20][21] and problem-solving strategies, [22][23][24] there is limited published literature on the use of reflective practice in pharmacy education or practice. 4,[24][25][26][27] Reflective practices have been used to educate doctors, nurses, physiotherapists, occupational therapists, and other allied health students in higher education, 5,19,23,[28][29][30][31][32][33] to assist in bridging the gap between theory and practice.…”

Section: Introductionmentioning

confidence: 99%

Reflective Practice and Its Implications for Pharmacy Education

Tsingos

Bosnic‐Anticevich

Smith

2014

117

116

Pharmacy students require critical-thinking and problem-solving skills to integrate theory learned in the classroom with the complexities of practice, yet many pharmacy students fall short of acquiring these skills.1-2 Reflective practice activities encourage learning from the student's own experiences and those of others, and offer a possible solution for the integration of knowledge-based curricula with the ambiguities of practice, as well as enhance communication and collaboration within a multidisciplinary team. Although reflective practices have been embraced elsewhere in health professions education, their strengths and shortcomings need to be considered when implementing such practices into pharmacy curricula. This review provides an overview of the evolution of theories related to reflective practice, critically examines the use of reflective tools (such as portfolios and blogs), and discusses the implications of implementing reflective practices in pharmacy education.

“…6 Studies of pharmacist participation in and attitudes toward CE/CPD also emphasize motivation both as a facilitator and a barrier. [8][9][10][11][12] Motivation was found to be a positive predictor for pharmacist participation in CE. 13 Studies grounded in the Self-Determination Theory (SDT) of motivation underscore the importance of motivation in learning.…”

Section: Introductionmentioning

confidence: 90%

A Longitudinal Approach to Changes in the Motivation of Dutch Pharmacists in the Current Continuing Education System

Tsoi

Boer

Croiset

et al. 2018

Objective. To explore the changes in motivation of Dutch pharmacists for Continuing Education (CE) in the Dutch CE system. Methods. Pharmacists' motivation was measured across three time points with the Academic Motivation Scale, based on the Self-Determination Theory of motivation. The Latent Growth Modelling technique was used to analyze these data. Results. Over a period of 21 months, Controlled Motivation had increased and Relative Autonomous Motivation of Dutch pharmacists had decreased. Traineeship was the only demographic factor with a significant influence on the change in motivation. No subgroups with different trajectories could be identified. Conclusion. Relative Autonomous Motivation of Dutch pharmacists for CE decreases over time. This indicates a loss of Autonomous Motivation ("good" motivation) in favor of Controlled Motivation ("bad" motivation). Further research needs to be conducted to gain a better understanding of the association between pharmacist motivation and the features of the current CE system.