CONTINUING PHARMACY EDUCATION

INTRODUCTION

 

• The health care industry is growing briskly with new techniques and information being added frequently
• Research shows that about half of the curriculum that is taught in a medical school gets outdated in five years
• Therefore, with such a huge addition of knowledge, it becomes necessary for health care professionals to keep informed with the latest trends in the market
• Regular up gradation of skills is especially essential for nurses, doctors, PHARMACISTS  and dentists
• This is particularly important as the welfare and safety of patients are in their hands
• To provide quality health care, it has now become mandatory for health care professionals to undergo continuing professional education (CPE) for getting their license renewed
• According to the Accreditation Council for Pharmacy Education (ACPE),

                                "Continuing education for the profession of pharmacy is a structured process of education designed or intended to support the continuous development of pharmacists to maintain and enhance their professional competence. Continuing education should promote problem-solving and critical thinking and be applicable to the practice of pharmacy“

• Pharmacy continuing education provides pharmacists with an opportunity to stay competent in their field while at the same time helping them with renewing their license

CONTINUING PHARMACY EDUCATION (CPE)

• CPE activities are categorized into three types:

1. Knowledge                    2. Application                     3. Practice

Knowledge-based CPE activity:

• Designed to acquire factual information
• Evidence-based content
• Minimum credit is 15 minutes
• Common action verbs used
• Define
• List
• Describe
• Identify
• Method of Assessment
• Recall of facts via true/false, multiple choice, etc.

Application-based CPE activity:

• Application/utilization of factual information
• Evidence-based content
• Minimum credit is 60 minutes
• Common action verbs used
• Apply
• Calculate
• Compare
• Analyze
• Method of assessment
• Case studies

Practice-based CPE activity:

• Systematic acquisition of knowledge, skills, attitudes, and behaviors that enhance practice competencies
• Evidence based content
• Minimum credit is 15 hours
• Common action verbs used
• Plan
• Design
• Prepare and Demonstrate
• Method of Assessment
• Formative – Used as part of the instructional process (i.e. goal setting, observations, questioning strategies, etc.)
• Summative – Used as part of the grading process (i.e. standardized tests)

Instructional Strategy:

• A plan for systematically exposing learners to experiences that will help them acquire knowledge, intellectual skills, motor skills, or new attitudes

Examples

• Lecture
• Reading
• Audio-Visual
• Case Studies
• Demonstration
• Role Play
• Discussion Group
• Practice Sessions

Selection Considerations:

• To choose an appropriate strategy, it is important to consider the:
• Learners
• How adults prefer to learn
• Desired learning objectives
• Learning and working environments
• Time constraints
• Resource constraints
• Constraints on the instructional design process

Instructional Design Process:

• ADDIE
• Analysis
• Design
• Development
• Implementation
• Evaluation

Analysis:

• Identify the performance problem
• Interviews
• Existing documentation
• Independent research
• Target audience

Design:

• Based on information gathered in needs analysis
• Target audience
• Accessibility and location
• Type of content
• Content drives the deliverable

Development:

• Content
• Assessments
• Ensure economical choice of instructional content.
• Provide a basis for learner accountability, during and after instruction.
• Help link learner achievement to your strategic plans.

Implementation:

• Pilot groups
• Delivery

Evaluation:

• Systematic comparison of initial objectives with real program outcomes using both quantitative and qualitative methods to assess the results

Purpose of Evaluation

• To decide whether to continue or discontinue training programs
• To gain information on how to improve future training programs
• To provide insight on how to allocate resources among competing programs
• To increase accountability of the training department
•  Continuing education provides the opportunity to engage in lifelong learning that can be organized through different channels: Formal, Non-formal and Informal

Formal Education:

• Formal education normally describes programs offered by established educational institutions such as schools, colleges and universities, where a program of study results in a diploma / degree being granted

Non-formal education:

• Non-formal education refers to educational programs, short courses and training programs offered by different institutions including government and non-government organizations, private enterprise and cooperatives
• The major differences between the two approaches is flexibility
• For example, the curriculum and reading materials of the literacy courses offered through non-formal education are designed and selected according to the needs of the learners
• In addition, the learners themselves make decisions about time, place and duration of classes according to their needs and convenience
• Besides, the teaching-learning process is likely to be less authoritarian and more adjusted to learner needs

Informal education:

• In addition to formal and non-formal education, learning can take place in other ways
• A person can also increase his or her knowledge and skills through self-directed learning
• An individual can learn through reading, television and radio programs, or a close observation of activities
• Some people describe this type of learning as informal education or self directed learning
• Regardless of whether knowledge and skills are obtained outside formal schools through non-formal learning and self-directed learning, this learning is most efficient when it is purposeful and planned and meets the needs of recipients

Some differences between formal education and the other two systems of Continuing Education

CONTINUING PROFESSIONAL DEVELOPMENT (CPD)

• The concept of CPD can be defined as “the responsibility of individual pharmacists for systematic maintenance, development and broadening of knowledge, skills and attitudes, to ensure continuing competence as a professional, throughout their careers”
• CPD is more than participation in Continuing Education (CE) which, on its own, does not necessarily lead to positive changes in professional practice nor does it necessarily improve healthcare outcomes
• CE is, however, an important part of a structured CPD programme, personalized for each pharmacist. The process should be visible to ensure credibility with the public

Five step cyclical process of CPD adapted by FIP:

1. Self Appraisal: identification of CPD needs may be accomplished by one or more of the following:

• Personal assessment
• Performance review by a manager
• Audit exercise undertaken with others
• Requirement of professional or health authority

2. Personal Plan: identify resources and actions required to meet personal CPD needs

3. Action: participate in CPD (including presentations, tutoring, formal and informal meetings, workshops, short courses, teaching, talking with colleagues and experts, mentoring, formal education programs and self study, among other methods)

4. Documentation: keep records of all CPD activities completed and provide that documentation when required

5. Evaluation: evaluate personal benefit and benefit to patients from participation in any significant CPD activity. The following questions should be asked and answered:

• Were the addressed needs met?
• How has practice improved?
• How have patients benefited?
• Did learning breakdown? If so, why?
• Then re-enter the cycle to ensure continuing professional development

Please share your valuable suggestions and comments..

Thanking you

Akshaya Srikanth,

Pharm.D Internee