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A Computerized Functional Skills Assessment and Training Program Targeting Technology Based Everyday Functional Skills
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Learning from community pharmacists' initial experiences of a workplace-based training program.

Jeremy Sokhi1, James Desborough1, Nigel Norris2

  • 1School of Pharmacy, University of East Anglia, Norwich Research Park, Norwich NR4 7TJ, United Kingdom.

Currents in Pharmacy Teaching & Learning
|June 23, 2020
PubMed
Summary
This summary is machine-generated.

A new postgraduate course helps UK community pharmacists develop skills for patient-focused services. The program enhanced learning through mentoring and inter-professional collaboration, boosting confidence and practice change.

Keywords:
Community pharmacistsPostgraduate educationWork-based assessmentWorkplace learningWorkplace mentoring

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Area of Science:

  • Pharmacy education
  • Continuing professional development
  • Healthcare workforce training

Background:

  • Community pharmacists are increasingly expected to provide clinical and patient-focused services.
  • A novel postgraduate course was developed in the UK to prepare pharmacists for these expanded roles.
  • The course integrated personal development, workplace mentoring, and inter-professional learning.

Purpose of the Study:

  • To identify effective components of a new postgraduate course for community pharmacists.
  • To describe the impact of the course on pharmacists' practice.
  • To explore the perceived advantages and disadvantages of this educational model.

Main Methods:

  • A purposive sample of 15 community pharmacists were interviewed after one year of a three-year course.
  • Interviews utilized a topic guide covering learning approaches, course selection, experiences, and practice impact.
  • Thematic analysis was applied to interview recordings.

Main Results:

  • Two key themes emerged: 'Support for learning' and 'Outcomes of learning'.
  • 'Support for learning' included peer learning, workplace mentoring, and general practitioner access.
  • 'Outcomes of learning' highlighted practice change, increased confidence, and motivation.

Conclusions:

  • The postgraduate course model effectively supports community pharmacists in developing confidence and competence for extended roles.
  • The educational model shows promise for enhancing clinical and patient-focused service provision.
  • Further research is needed to justify the resources required for workplace mentoring and inter-professional collaboration.