A Systematic Review of Models Used and Preferences for Continuing Education and Continuing Professional Development of Pharmacists
Abstract
:1. Introduction
2. Materials and Methods
2.1. Design of Study
2.2. Criteria for Considering Studies for this Systematic Review
2.3. Search Strategy
2.4. Data Extraction
2.5. Quality Assessment
3. Results
3.1. Demographic Characteristics
3.2. Formats and Models of the Study
3.3. Preferences of Pharmacists
3.4. Preferences for Structure of Event to Support Future Planning
4. Discussion
5. Conclusions
Author Contributions
Funding
Conflicts of Interest
References
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Study Author and Year Research Completed | Study Demographic | Method of Data Collection | Objectives of Study | Key Findings | Comments on Importance of the Study | Best Evidence Medical Education Collaboration (BEME) Score |
---|---|---|---|---|---|---|
Austin et al., 2005 [25] | 42 pharmacists; Ontario, Canada | focus group (2003) | Examine pharmacists’ attitudes, behaviors and preferences towards CPD | 4 themes identified supporting definitions and evolution of CE to CPD supported by workplace learning and peers | The study supports the shift from CE to CPD, supported by peer mentors | Strength 2 Importance 2a and 3 |
Austin et al., 2006 [26] | 47 pharmacists who had completed peer assessment but had not met satisfactory standards; Ontario, Canada | self-assessment and course evaluation (2002) | To develop a professional skills enhancement workshop, to support and maintain competence | Over 90% were positive that the workshop supported current standards of pharmacy practice. When developing CPD programs needs of the practitioners need to be identified | The study confirms the need for needs-assessment prior to creation and running of a course, along with clear expectation of what is needed to meet professional standards | Strength 3 Importance 2a and 3 |
Swallow et al., 2006 [27] | 9 hospital pharmacists; Durham and Tees, UK | interview (2003) | To analyze knowledge gain through the use of a portfolio and the use of this knowledge in informing clinical decision making and practical services | “Socialized learning” and “learning amplification”, were key themes and the findings emphasized the importance of recognizing the advantages/disadvantages of work based (socialized) learning approaches | The study identifies that external factors can affect knowledge utilization | Strength 1 Importance 1 |
Driesen et al., 2007 [28] | 39 community pharmacists; Belgium | focus group (2004) | To examine how current CE courses can be optimized, determine interest in distance learning, and identify what pharmacists think about mandatory CE | Live courses are supported by good speakers, extensive course notes, and focus on topics relevant to practice. Interest in using distance learning was limited. For non-attenders, a formal requirement of engagement is needed, although live courses are preferred | The study identifies that face-to-face learning is preferred, and motivation and incentives are needed for some to engage | Strength 2 Importance 2a and 4a |
Driesen 2008 [29] | 1032 community pharmacists; Belgium | survey (2003) | To profile pharmacists based on their preferences for CE formats, and association with motivation to attend courses, preferences for topics and demographic traits. | Older men had the greatest interest in distance learning, did not prefer lectures, and were motivated by material incentives. Those pharmacists who preferred lectures as well as workshops showed the highest intrinsic motivation to engage in CE. Pharmacists preferring lectures but not workshops were more likely to be women and showed a dislike for active involvement in CE. | The study identified that different demographics may have different preferences, but there is not a one-size-fits-all model | Strength 4 Importance 3 |
Hasan 2009 [30] | 132 pharmacists; UAE | survey (2009) | To determine the type and format of CE pharmacists prefer to attend and effectiveness | Interactive workshops were recognized as the most favorable format for CE with computer and internet-based formats also ranking highly, followed by live-in person and printed material-based programs. Pharmacy practice and disease management were preferred topics. | The study showed that face-to-face is preferred with topics relevant to practice being preferred | Strength 2 Importance 2a |
Mc Namara et al., 2009 [31] | 15 community pharmacists; Australia | teleconference focus group (date not given for intervention) | To identify learning preferences for CE and identify issues with the integration of these preferences into contemporary models of CE delivery | Interactive and multidisciplinary CE were preferred, linking to adult learning principles using problem-based learning. Engaging in CPD was valuable to promote reflective learning. | The study identified that principles of adult learning need to be taken into account, along with the ability to work with peers | Strength 3 Importance 3 |
Wilbur 2010 [32] | 134 pharmacists: Qatar | online survey (2008) | To determine CE needs, preferences and attitudes prior to implementation of the first country-wide CPD program | In the past 2 years, 25% had not attended any live local educational programs with barriers including poor timing and excessive workload. Most pharmacists preferred interactive CE program formats. A third preferred delivery in Arabic. A large number had limited or no internet access at work. The majority were motivated to achieve CPD | The study identified that there is positive motivation towards CPD, but consideration needs to be given towards delivery, regarding language and technology | Strength 2 Importance 1 |
Dopp et al., 2010 [9] | 57 pharmacists; 5 states in the USA | pre and post study survey (date not given for intervention) | To determine whether using a structured tool would support CPD completion compared to control subjects. | Significant outcomes from the CPD stages of reflect, plan, act, evaluate, and record were found between matched study subjects and study and control group comparisons | The study identified that training and support is needed to support the utilization of a CPD tool | Strength 4 Importance 4a |
Hasan 2009 [30] | 132 pharmacists; UAE | survey (2009) | To determine the type and format of CE pharmacists prefer to attend and effectiveness | Interactive workshops were recognized as the most favorable format for CE with computer and internet-based formats also ranking highly, followed by live-in person and printed material-based programs. Pharmacy practice and disease management were preferred topics. | The study showed that face-to-face is preferred with topics relevant to practice being preferred | Strength 2 Importance 2a |
Mc Namara et al., 2009 [31] | 15 community pharmacists; Australia | teleconference focus group (date not given for intervention) | To identify learning preferences for CE and identify issues with the integration of these preferences into contemporary models of CE delivery | Interactive and multidisciplinary CE were preferred, linking to adult learning principles using problem-based learning. Engaging in CPD was valuable to promote reflective learning. | The study identified that principles of adult learning need to be taken into account, along with the ability to work with peers | Strength 3 Importance 3 |
Wilbur 2010 [32] | 134 pharmacists: Qatar | online survey (2008) | To determine CE needs, preferences and attitudes prior to implementation of the first country-wide CPD program | In the past 2 years, 25% had not attended any live local educational programs with barriers including poor timing and excessive workload. Most pharmacists preferred interactive CE program formats. A third preferred delivery in Arabic. A large number had limited or no internet access at work. The majority were motivated to achieve CPD | The study identified that there is positive motivation towards CPD, but consideration needs to be given towards delivery, regarding language and technology | Strength 2 Importance 1 |
Dopp et al., 2010 [9] | 57 pharmacists; 5 states in the USA | pre and post study survey (date not given for intervention) | To determine whether using a structured tool would support CPD completion compared to control subjects. | Significant outcomes from the CPD stages of reflect, plan, act, evaluate, and record were found between matched study subjects and study and control group comparisons | The study identified that training and support is needed to support the utilization of a CPD tool | Strength 4 Importance 4a |
McConnell et al., 2010 [22] | 91 pharmacists; Denver, USA | Online survey at enrolment and after 10-months of follow up study | To assess effects of CPD compared to CE on perceptions of factors relating to practice | Participants of CPD, rather than CE, post-intervention, identified better interactions with other healthcare colleagues and had initiated work changes. In addition, they identified patient care had improved along with professional knowledge and skills. However, time was more of a barrier | The study showed that CPD had positive outcomes on practice compared to CE | Strength 5 Importance 2a and 3 |
Budzinski et al., 2012 [33] | 4140 completed surveys from 67 emails to hospital pharmacist, community pharmacist or pharmacy student; Canada | Questionnaire developed from Information assessment method sent via email (August 2008 to May 2009) | To assess the use of an electronic knowledge resource to record CE activities and identify educational needs | Pharmacists who had read the electronic knowledge resource attributed what they had learnt to practice improvement, learning and motivation to learn more | The study confirms that the use of e-portfolios or questionnaires to record learning is an effective method that can be used to support CE, as they are easily trackable and easy to complete | Strength 4 Importance 4b |
Mohamed Ibrahim 2012 [34] | 359 pharmacists; Cairo, Egypt | Questionnaire (2010) | To determine CE preferences of pharmacists prior to implementation of a compulsory CE system | Therapeutics and clinical skills were preferred topics. Community pharmacists had attended less CE events than their hospital colleagues. However, hospital pharmacists reported less satisfaction than community pharmacists with CE. Common barriers were cited in addition to some related to technology and employers. | The study identifies the need to be flexible and that there is no one size-fits all approach | Strength 4 Importance 1 |
Buxton 2012 [35] | 50 practicing pharmacists; Wisconsin, USA | survey (2011) | To identify satisfaction with CE webinars and evaluate reasons for enrolment | Whether 1 or more webinars had been completed satisfaction was positive, and no differences were found in motives for enrolment between those only completing 1 or multiple webinars | The study identified that limited number of completions was a concern and that there was a need to address scheduling conflicts and identify other deterrents to participation | Strength 2 Importance 1 |
Trewet and Fjortoft 2013 [36] | 105 pharmacists; USA | 3 surveys (2010) | To evaluate the effectiveness of tools designed to support the pharmacist through a CPD process at a national meeting. | Nearly all the test groups reported successful application of learning and achieving their designed learning plan (87%) however practice changes were implemented in more than half of the test groups after using a CPD process to plan their learning activities. There were no significant differences among groups regarding the outcome measures | The study identifies that using a structured CPD approach is useful to support learning outcomes, and incorporating CPD into education events can support practice change | Strength 3 Importance 3 |
Buxton and DeMuth 2013 [37] | 29 pharmacists; Wisconsin, USA | Course evaluation survey (date not given for intervention) | To examine perspectives of a CE program delivered live or via a simultaneous webcast | Whilst both groups were satisfied with the presentation from an audio-visual perspective and the ability to put the learning into practice the live group were significantly more satisfied with the overall learning experience | The study identifies that although a positive experience and a useful alterative to physical attendance, webcasts do not fully replace the experience of being live at a learning event | Strength 4 Importance 1 |
Donyai et al., 2013 [38] | 35 pharmacists; United Kingdom | feedback (n=5), ranking (n=7), focus group (n=6), interview (n=17) | To develop and validate a framework to select CPD activities that are relevant to their work and produce a score sheet to make it possible to quantify CPD impact and relevance | The framework’s content validity index was 0.91. Feedback about the framework related to 3 themes of penetrability of the framework, usefulness to completion of CPD, and advancement of CPD records for revalidation | The study identified the importance of following a structure to support CPD completion | Strength 4 Importance 2b |
Salter et al., 2014 [39] | 17 studies including pharmacist or pharmacy student | Systematic review (2010) | To examine the quality of e-learning effectiveness and identify success measures | While e-learning effectively increases knowledge and is a highly acceptable format, there is limited evidence that e-learning effectively improves skills or professional practice and no evidence that it can be used to increase long term knowledge | The study identifies that, although a useful tool, e-learning has limited use in long term acquisition of knowledge | Strength 5 Importance 1 |
Buxton et al., 2014 [40] | 82 pharmacists; Wisconsin, USA | 50 question online survey (2012) | To evaluate pharmacists’ satisfaction of a CE program offered as either synchronous or asynchronous webinars | Whilst both groups were satisfied with the content of the program the asynchronous group were more satisfied with multiple aspects of the learning program | The study identifies that when not physical able to attend an event, participants would rather access this in their own time and at their own pace | Strength 3 Importance 1 |
Grzeskowiak et al., 2014 [41] | 60 hospital pharmacists; Australia | utilizing and evaluating clicker use throughout presentation (2012) | To evaluate the use of clickers as a potential for an engagement tool in CE activities during a face-to-face event | Attendees were positive about the use of clickers and their positive use in engagement, and advocated their future use | The study showed that using different technologies can increase engagement in learning activities | Strength 4 Importance 1 |
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Micallef, R.; Kayyali, R. A Systematic Review of Models Used and Preferences for Continuing Education and Continuing Professional Development of Pharmacists. Pharmacy 2019, 7, 154. https://doi.org/10.3390/pharmacy7040154
Micallef R, Kayyali R. A Systematic Review of Models Used and Preferences for Continuing Education and Continuing Professional Development of Pharmacists. Pharmacy. 2019; 7(4):154. https://doi.org/10.3390/pharmacy7040154
Chicago/Turabian StyleMicallef, Ricarda, and Reem Kayyali. 2019. "A Systematic Review of Models Used and Preferences for Continuing Education and Continuing Professional Development of Pharmacists" Pharmacy 7, no. 4: 154. https://doi.org/10.3390/pharmacy7040154
APA StyleMicallef, R., & Kayyali, R. (2019). A Systematic Review of Models Used and Preferences for Continuing Education and Continuing Professional Development of Pharmacists. Pharmacy, 7(4), 154. https://doi.org/10.3390/pharmacy7040154