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The Implementation of Pharmacy Competence Teaching in Estonia
Daisy Volmer1, Kristiina Sepp2, Peep Veski3
1Institute of Pharmacy, University of Tartu, Nooruse 1, 50411 Tartu, Estonia. daisy.volmer@ut.ee.
Pharmacy (Basel, Switzerland)
|October 4, 2017
Summary
The European Pharmacy Competence Framework (EPCF) evaluation revealed gaps in pharmacy education at the University of Tartu. Stakeholders suggested improving practical skills and patient care competencies for entry-level pharmacists.
Area of Science:
- Pharmacy Education
- Competency Assessment
- Healthcare Professional Training
Background:
- The PHAR-QA project developed the European Pharmacy Competence Framework (EPCF).
- The EPCF aims to standardize quality assurance in European pharmacy education and training.
- This study evaluated the University of Tartu's pharmacy program against the EPCF.
Purpose of the Study:
- To assess the existing pharmacy program at the University of Tartu using the EPCF.
- To identify areas for improvement in pharmacy education based on defined competencies.
- To compare perceptions of competency levels between academic staff and other pharmacy stakeholders.
Main Methods:
- A qualitative assessment was conducted with 14 pharmacy stakeholders in Estonia.
- A five-point scale tool, adapted from Dutch competency standards, was used to determine EPCF competency levels.
- Mean competency scores from academia and other stakeholders were compared.
Main Results:
- Medical and social sciences, pharmaceutical technology, and internships were key contributors to EPCF competencies.
- Academia generally perceived higher competency levels than other pharmacy stakeholders across most domains.
- Graduating pharmacists may lack sufficient competency for independent practice despite theoretical knowledge, highlighting a need for enhanced practical skills and patient care focus.
Conclusions:
- The EPCF effectively evaluated entry-level pharmacist competencies from a traditional curriculum.
- Recommendations include implementing more efficient training methods and involving practicing specialists to bridge educational gaps.
- Further research and collaboration are needed to integrate competence-based teaching effectively in Estonian pharmacy practice.
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