Systematic Review and Meta-Synthesis of Post-registration Education Program Evaluations for Pharmacists in Australia

In an era of expanded practice for pharmacists, the impact of further education aimed at improving or expanding such practice remains uncertain.

To summarize existing evidence and synthesize qualitative data on evaluations, barriers, and facilitators of formal education programs for registered pharmacists in Australia.

A systematic search of English-language primary literature (1997-2025) was conducted across Medline, Embase, CINAHL, A+ Education, and ERIC, supplemented by grey literature and backward and forward citation searches. Screening and study selection were undertaken by 2 researchers, with consensus reached between both. Two researchers then undertook a thematic synthesis of the qualitative data. Both independently developed codes and discussed them collaboratively to develop preliminary descriptive themes, followed by further independent analysis and mutual agreement on analytic themes.

After removing duplicates, 1827 studies were screened. Title and abstract screening eliminated 1734 studies, with 79 being excluded after full-text screening. Three papers were retrieved from additional searches, identifying 17 papers for data extraction. The most common programs reporting evaluations were hospital-based residency (n = 8), specialized asthma service (n = 3), and clinical pharmacy programs (n = 2). Three primary themes were identified: effective learning arises from a dynamic interplay between extrinsic structures and intrinsic motivations, learning from and with others can support and motivate learners, and post-registration education can elevate individuals and organizations in diverse ways.

Evidence on post-registration pharmacist education in Australia is limited, and available evidence focuses on the hospital setting. Future research should broaden program evaluation, incorporate robust designs across settings, and explore impacts on practice and health systems.