Impact of a Continuing Education Program on Pharmacists’ Knowledge and Attitudes toward Asthma Patient Care

Chiang, Yi Chun; Lee, Chun-Nin; Lin, You Mei; Yen, Yu Hsuan; Chen, Hsiang-Yin

doi:10.1159/000312718

Cited by 15 publications

(23 citation statements)

References 47 publications

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“…Finally, full-text articles were retrieved for review, and 19 articles met the eligibility criteria and were included in this systematic review (Figure 1). [21][22][23][24][25][26][27][28][29][30][31][32][33][34][35][36][37][38][39] Most the articles were published from 2000 to 2013 (n518). One study was published in 1997.…”

Section: Resultsmentioning

confidence: 99%

“…Most of the CE programs (n513) had their content areas chosen by the researchers who conducted the studies without assessing gaps in knowledge or the self-reported educational needs of the community pharmacists. 22,23,25,26,[28][29][30][32][33][34][35][36][37] Most of the studies (n514) [21][22][23][24][25][26][27][28][29][30][31][32][33][34] used just one media method in the CE program. The live method was the most frequent (n511), [21][22][23][24][25][26][27][28][29][30][31] followed by the Internet (nonreal time; n52), 32,33 and print (n51) 34 (Table 2).…”

Section: Resultsmentioning

confidence: 99%

“…Most of the studies used nonvalidated instruments (n511) to measure outcomes. 21,[28][29][30]32,33,[35][36][37][38][39] Fifteen studies used more than one different outcome measure concomitantly (one study used four outcome measures; 39 seven studies used three outcome measures; 21,[28][29][30]32,33,38 seven studies used two outcome measures 22,[25][26][27][34][35][36] ). The majority of the outcome measures focused on the effect of the CE program on modifying the knowledge and skills of the community pharmacists (n514), 21,23,[25][26][27][28][29][30][32][33][34][35]38,39 modifying the attitudes or perceptions of the community pharmacists (n514), 21,22,[25][26][27][28][30]…”

Section: Resultsmentioning

confidence: 99%

“…Nine studies had a community pharmacists sample size of less than 50, 23,27,31,33,34,[36][37][38][39] seven studies had a community pharmacists sample size of 50 to 100, 22,24,25,[28][29][30]35 two studies had a community pharmacists sample size of 101 to 200, 26,32 one study had a community pharmacists sample size of more than 200. 21 With regard to study design, 12 studies were before-and-after studies, 21,[24][25][26][27][31][32][33][34][35][36][37] and seven studies were controlled trials. 22,23,[28][29][30]38,39 The features of these studies are summarized in Tables 2, 3, and 4.…”

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confidence: 99%

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confidence: 99%

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A Systematic Review of the Effects of Continuing Education Programs on Providing Clinical Community Pharmacy Services

Obreli-Neto

Reis

Guidoni

et al. 2016

American Journal of Pharmaceutical Education

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Objective. To summarize the effects of media methods used in continuing education (CE) programs on providing clinical community pharmacy services and the methods used to evaluate the effectiveness of these programs. Methods. A systematic review was performed using Medline, SciELO, and Scopus databases. The timeline of the search was 1990 to 2013. Searches were conducted in English, Portuguese, and Spanish. Results. Nineteen articles of 3990 were included. Fourteen studies used only one media method, and the live method (n511) was the most frequent (alone or in combination). Only two studies found that the CE program was ineffective or partially effective; these studies used only the live method. Most studies used nonrobust, nonvalidated, and nonstandardized methods to measure effectiveness. The majority of studies focused on the effect of the CE program on modifying the knowledge and skills of the pharmacists. One study assessed the CE program's benefits to patients or clients. Conclusion. No evidence was obtained regarding which media methods are the most effective. Robust and validated methods, as well as assessment standardization, are required to clearly determine whether a particular media method is effective.Keywords: continuing education, community pharmacy, pharmacy service INTRODUCTIONCommunity pharmacists are among the most accessible health professionals. They are in a unique position to help patients manage several health conditions. In recent decades, the role of community pharmacists has shifted from providing medications to providing clinical community pharmacy services (eg, drug therapy management, residential medication management review, and pharmacybased minor ailment treatment regiments, among others). [1][2][3] This shift has created a need to develop and maintain expertise and competence in new areas, including pharmacotherapy, interpersonal communication, and patient information documentation. 4,5 However, pharmacy curricula in several countries do not focus on clinical community pharmacy services. Only a few disciplines focus on developing communication skills and pharmacotherapy knowledge. [6][7][8] Studies report that community pharmacists in several countries have insufficient knowledge in these areas, 9-12 and community pharmacists commonly provide clinical community pharmacy services at an unsatisfactory level of quality. [13][14][15] Such a situation poses problems concerning appropriateness, effectiveness, safety, and adherence to patients' drug therapy regimens.Continuing education (CE) programs can play a vital role in expanding basic pharmacy education and enhancing therapeutic management skills, particularly in areas for which insufficient training has been received or achieved during undergraduate studies. 16 Increasingly, more countries are implementing CE program for community pharmacists as obligatory lifelong learning programs in an attempt to improve clinical community pharmacy 1 services. Nevertheless, much remains unclear about which media methods in CE programs provide...

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