Direct evaluation of skills, knowledge and behaviours of pharmacists in the Republic of Ireland
DOI:
https://doi.org/10.46542/pe.2023.231.514520Keywords:
Continuing professional development, Lifelong learning, Professional competenceAbstract
The approach to reviewing Continuing Professional Development (CPD) for pharmacists in Ireland has undergone significant change over the past decade. All registered pharmacists must maintain an electronic portfolio of their CPD, which is reviewed periodically. Patient-facing pharmacists may also be randomly selected to participate in Practice Review. This consists of a clinical knowledge multiple choice question (MCQ) examination (Clinical Knowledge Review (CKR)) and interactions with simulated patients centred on pharmaceutical care cases ((Standardised Pharmacy Interactions (SPIs)). The processes underpinning Practice Review are described and a summary of the performance outcomes of pharmacists since the inception of the review process in 2018 are outlined. To date 310 patient-facing pharmacists have participated in Practice Review with the vast majority demonstrating competence. The significance of these results in the context of assessing competence is considered and the merits and limitations of Practice Review are discussed.
References
Austin, Z. (2013). CPD and revalidation: Our future is happening now. Research in Social and Administrative Pharmacy, 9(2), 138‒141. https://doi.org/10.1016/j.sapharm.2012.09.002
Campbell, L. M., & Murray, T. S. (1996). Assessment of competence. British Journal of General Practice, 46(411), 619. http://bjgp.org/content/46/411/619.abstract
Dunkley, M. R. (2000). Competence assessment using simulation. Minimally Invasive Therapy & Allied Technologies, 9(5), 341‒345. https://doi.org/10.3109/13645700009061456
IIOP. (2022, August 26). Practice review policy. Irish Institute of Pharmacy. Retrieved March 31, 2023, from https://iiop.ie/sites/default/files/2022-12/20220826_IIOP%20Practice%20Review%20Policy_v6.0.pdf
Karas, M., Sheen, N. J., North, R. V., Ryan, B., & Bullock, A. (2020). Continuing professional development requirements for UK health professionals: A scoping review. British Medical Journal Open, 10(3), e032781. https://doi.org/10.1136/bmjopen-2019-032781
Kennedy, M. C., Reast, A., Morrow, K., Bourke, F., Murphy, C., Arnett, R., & Bradley, C. (2019). Reviewing competence in practice: Reform of continuing professional development for Irish pharmacists. Pharmacy (Basel), 7(2), 72. https://doi.org/10.3390/pharmacy7020072
Micallef, 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
Miller, G. E. (1990). The assessment of clinical skills/competence/performance. Academic Medicine, 65(9), S63‒67. https://doi.org/10.1097/00001888-199009000-00045
Norcini, J. J., & McKinley, D. W. (2007). Assessment methods in medical education. Teaching and Teacher Education, 23(3), 239‒250. https://doi.org/10.1016/j.tate.2006.12.021
OCP. (n.d.). Practice assessment criteria. Ontario College of Pharmacists. Retrieved March 1, 2023, from https://www.ocpinfo.com/practice-education/qa-program/practice-assessments/criteria/
Potter, H., Hassell, K., & Noyce, P. R. (2013). Pharmacists' and pharmacy technicians' views on a process of revalidation of pharmacy professionals in Great Britain. Research in Social & Administrative Pharmacy, 9(2), 142‒154. https://doi.org/10.5688/aj74035010.1016/j.sapharm.2012.07.008
PSI. (2010, June). Review of international CPD models. Pharmaceutical Society of Ireland. https://www.thepsi.ie/Libraries/Education/PSI_International_Review_of_CPD_Models.sflb.ashx
PSI. (2013, August). Core competency framework for pharmacists. Pharmaceutical Society of Ireland. http://www.thepsi.ie/libraries/publications/psi_core_competency_framework_for_pharmacists.sflb.ashx
PSI. (2015, December 22). S.I. No. 553/2015-Pharmaceutical Society of Ireland (continuing professional development) rules 2015. Pharmaceutical Society of Ireland. Irish Statue Book (eISB). http://www.irishstatutebook.ie/eli/2015/si/553/made/en/print
PSI. (2019, April 3). Guidelines on the equipment requirements of a retail pharmacy business. Pharmaceutical Society of Ireland. https://www.thepsi.ie/Libraries/Folder_Pharmacy_Practice_Guidance/01_7_Equipment_Requirements.sflb.ashx
PSI. (2023, January 8). Pharmacists statistics: A summary of the PSI pharmacist and pharmaceutical sssistant register. Pharmaceutical Society of Ireland. https://www.thepsi.ie/Libraries/Monthly_Statistics/Pharmacists_-_Website_Statistics.sflb.ashx
Schafheutle, E. I., Hassell, K., & Noyce, P. R. (2013). Ensuring continuing fitness to practice in the pharmacy workforce: Understanding the challenges of revalidation. Research in Social and Administrative Pharmacy, 9(2), 199‒214. https://doi.org/10.1016/j.sapharm.2012.08.007
Shumway, J. M., & Harden, R. M. (2003). AMEE Guide No. 25: The assessment of learning outcomes for the competent and reflective physician. Medical Teacher, 25(6), 569‒584. https://doi.org/10.1080/0142159032000151907
Van Der Vleuten, C., Schuwirth, L., Scheele, F., Driessen, E., & Hodges, B. (2010). The assessment of professional competence: Building blocks for theory development. Best Practice & Research Clinical Obstetrics & Gynaecology, 24(6), 703‒719. https://doi.org/10.1016/j.bpobgyn.2010.04.001
Waterfield, J. (2010). Is pharmacy a knowledge-based profession? American Journal of Pharmaceutical Education, 74(3), 50. https://doi.org/10.5688/aj740350
Winkelbauer, S. (2020). An authentic, practice-based assessment as a catalyst for continuous professional development. Pharmacy, 8(1), 15. https://doi.org/10.3390/pharmacy8010015
