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A global evidence review of systemic factors influencing participation in pharmacy professional development
Asmaa Alhaqan1, Felicity Smith2, Ian Bates2
1Kuwait University, Faculty of Pharmacy, Department of Pharmacy Practice, Safat, Kuwait.
Background:
Changes to the pharmacy profession have meant that a pharmacy degree can no longer serve as an endpoint to professional training within pharmacy. Continuing learning and training are imperative in order to provide high-quality healthcare services. Investing in healthcare workers' education and training not only has a positive impact on employment rates and economic growth but also results in remarkable improvement in health and population outcomes.
Objectives:
To identify factors affecting pharmacists' participation in Continuing Education (CE) or Continuing Professional Development (CPD) activities.
Methods:
Relevant literature was identified through a systematic search of the following databases: EMBASE, (CINAHL Plus, SCOPUS, PsysINFO, PubMed, Australian Education Index (AEI) and British Education Index (BEI).
Results:
Two hundred eighty-seven studies were screened, and thirty-two studies were included in this review. Reviewing the retrieved studies identified four factors that may influence pharmacists' participation in professional development activities. Factors identified comprised: attitudes, access to needs-based education, support, and policy.
Conclusion:
Understanding the connection between needs-based education, systems of support, and professional policies may help leaders and policy makers to make more informed decisions with regards to pharmacy workforce development by creating better strategies for pharmacists' education, training, and career development.
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