Continuing professional development programs Education and training

1. Pharm D
IV YEAR
HOSPITAL PHARMACY
14T00408
UNIT-7
Continuing professional development
programs
(Education and Training)
Dr.V.Chanukya Pharm D

2. CPD concept
• The concept of Continuing Professional Development (CPD) was
proposed as a culture of lifelong learning, in which learning programs are
used to identify and meet the learning needs of individual health
professionals.
• CPD for pharmacy professionals can be defined as “the responsibility of
individual pharmacists for systematic maintenance of profession,
development and broadening of knowledge, skills and attitudes, to
ensure continuing competence as a professional throughout their
careers.
• It must be an ongoing and cyclical process of continuous quality
improvement by which pharmacists seek to maintain and enhance
their competence in both current duties and anticipated future
service development

3. Need for CPD Programs
• As pharmacists assume the increased responsibilities demanded in
their roles, they must also make a corresponding commitment to
improve their professional competence.
• Indeed the past four or five decades have seen an explosion of new
knowledge relevant to the practice of pharmacy.
• In addition, particularly in the past decade, there have been a vast
changes in the practice of pharmacy.
• Keeping knowledge and skills up to date and addressing new concepts
in the delivery of pharmaceutical services have been major challenges
for pharmacists.

4. • Competence is the first and most fundamental responsibility of all
health care providers and must be reinforced throughout the years of
practice.
• After the degree is conferred, continuing professional development
programs ensure the optimal quality of healthcare providers.
• Maintaining competence throughout a career during which new and
challenging professional responsibilities will be encountered, is an
ethical requirement for all health professionals.
• FIP (International pharmaceutical federation) has recognized this
responsibility in its Code of Ethics for pharmacists “to ensure
competency in each pharmaceutical service provided by continually
updating knowledge and skills.

5. Principles of CPD:
• CPD is a systematic process ongoing continuous process of self
directed learning.
• CPD include everything that practitioners learn that enables them to
be more effective as professional.
• CPD includes the entire scope of practitioners practice and may
include activities both within or inside usual work settings.
• CPD can strengthen the relationship between practitioner and his
organization.
• Practitioners are responsible for their own professional development.
• The organization by conducting CPD programs play role in helping
practitioner and meet needs in related to his profession and job.

6. CPD cycle
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7. Reflection on practice
• Reflection on practice is the process that is used to ‘self diagnose’ our
learning needs.
Critical incident analysis:
• Critical incident analysis is about learning from meaningful events,
and involves taking a thoughtful approach to a particular event and
looking at the outcome.
• It is not important if the outcome to the event was positive or
negative.
• The important issue is that the event is analyzed and the question
asked: ‘What did I do to bring about this positive/negative outcome?’

8. Appraisal and peer review:
• Appraisal and peer review are an excellent way of assessing learning
needs.
• Typically the way we view our own work is often different from the
way that our line manager or colleagues see us.
Professional audit:
• A professional audit involves systematic evaluation of professional
work against set standards.
• Professional audit is a useful tool when reflecting on our learning
needs.
• Critical reflection on the information provided by an audit can act as
a stimulus to help identify individual learning needs.

9. Reading and continuing education events:
• Active reading of journal articles and the participation in CE activities
such as workshops can often encourage the wider exploration of an
area of personal development.
• The consideration of questions such as those found in the
‘Checkpoint’ sections at the start of the chapters in this book can be a
useful tool.
Reflecting on RPSGB areas of competence:
• Another approach is to regularly take stock of our competence by
matching our own self-assessed competence against published criteria.

10. Specific learning objectives:
The SMART acronym is a useful tool .
• S –specific: the objective should state clearly what it is that you want to be able
to do.
• M – measurable: will it be possible to determine if you have met your learning
objective?
• A –achievable: will it be possible to achieve your objective when you take into
account resources such as time, cost and support?
• R –relevant: is the learning objective relevant to your practice? The more
specific your objective, the more useful it is likely to be. Avoid using woolly or
broad statements.
• T – timed: your specific objective needs a specific deadline for your goal

11. Planning
• The first part of the planning stage is to decide on the urgency of the identified
objectives.
• The second stage of the planning process is to consider the importance of the
learning objective in terms of how the learning will impact on yourself, your
colleagues, your organization and your service users.
Action
• This part of the CPD process is about implementing plans that have been selected
during the planning stage.
• The specific plans are carried out within the defined time limit and a summary is
made of what has been achieved.
• Once the planned activity has taken place, it is time to move on to the evaluation
stage.

12. Evaluation
At this stage of the CPD cycle, questions are being asked such as:
• Has my learning objective been met?
• Have I tested if what I have learnt can be applied to practice?
• Were there any problems with the reflection, planning or action parts of the CPD
cycle?
Plan and record
• The pharmacist CPD record should comply with the good practice criteria published
by the RPSGB (Royal Pharmaceutical Society of Great Britain).
• Good practice criteria and useful advice to support the pharmacist in recording their
CPD are available on the RPSGB Plan and Record.
• Referring to these criteria can help to ensure that the CPD portfolio is balanced.

13. Barriers:
• CPD is a time consuming process
• Uninteresting subjects
• Lack of resources
• Lack of motivation and interest
• System and technical problems
• Facilitation and support issues,
• Poor understanding of the CPD process and evaluating cpd activities.
Conclusion:
• CPD is seen as a fundamental component of the quality improvement agenda and
good professional practice.
• The pharmacist is required to recognize the limits of their professional
competence, practice only in those areas in which they are competent to do so and
refer to others where necessary.
• Many pharmacists are not engaging fully in CPD and need further support to
enable them to do so.

14. What is continuing education?
• Continuing education is defined by the Accreditation Council for Pharmacy
Education as a “structured educational activity designed or intended to
support the continuing development of pharmacists and/or pharmacy
technicians to maintain and enhance their competence.”
• CE in pharmacy is typically delivered in the form of lectures, workshops, or
written home study materials and is required by many countries around the
world for the renewal and maintenance of pharmacist licensure
• Contrary to traditional approaches to CE, the most pervasive CPD model
utilises a cycle that encompasses reflection, planning, acting (learning),
evaluating, and recording as the key elements of the learning process .
• Ultimately, it is considered to be a self-directed, outcomes focused approach
to lifelong learning

15. Pharmacist perceptions of Continuing
Education
• Across the pharmacy literature, pharmacists have identified topics
relating to therapeutics/pharmaceutical care as the highest-ranked area
of interest.
• Subjects relating to pharmacology, pharmacy practice, or clinical
skills often followed.
• Conversely, pharmacy owners ranked the category of “implementing
pharmaceutical care” (i.e. planning and marketing of pharmaceutical
care services, developing value-added services, reimbursement) as
their most-preferred CE topic.
• Barriers to participation in CE were time considerations and excessive
workload or job constraints, cost, lack of program accreditation, and
uninteresting subjects were barriers to CE participation .

16. Continuing Education learning methods
• Pharmacists participate in CE through a variety of delivery methods
and formats.
• The most common CE formats seem to use printed materials,
lectures and seminars, internet-based materials, symposia at
professional meetings, videos/CDs/ audiotapes, workshop-based
training, telephone conferencing, and live Internet discussions.
• Several studies have been conducted to evaluate the most successful
and preferred methods of CE delivery.

17. • Among the studies, a theme that emerged is the preference for live
programs versus online or webinar programs while others revealed a
range of preferences for CE delivery, including small-group
workshops, independent reading of CE, and internet-based activities.
• However, there was a common preference for interactive CE activities
that include problem solving and feedback from instructor.
• Taking this concept a step further, different methods of live CE delivery
(e.g., lecture versus workshop-based CE activities) have been compared.
Combined approaches include lecture plus large-group case discussions
and lecture plus small-group training.
• It was found that lecture plus small-group sessions resulted in
significantly higher knowledge and participant satisfaction scores.

18. How does continuing education differ from
continuing professional development?
• Continuing professional development is a specific process that promote self-
directed lifelong learning by which an individual pharmaceutical professional
maintains and enhances his or her competence to practice.
• CPD encompasses all activities, both formal and informal, that the learner
undertakes to maintain, develop, and improve his or her professional skills,
knowledge, and attitudes in relationship to the needs of patients, work setting or
organization, and society.
• Accordingly CE is an essential component of the CPD process.
• The CPD process requires that individuals assume responsibility for their
learning through a process of reflection, planning, learning, evaluation, and
application.
• CPD is a personal professional obligation that is essential for improving the
quality of health care.

19. The Framework for Establishing
Quality in CE/CPD
• The overall approach to CE/CPD involves a needs-based model.
• The needs may be local regional, national, or international and
are tied to the services provided by the pharmaceutical
professionals.
• As services provided by the pharmaceutical profession vary from
country to country, so too will the educational needs CE/CPD and
training activities are targeted to fill the educational need or gap in an
effort to ensure that pharmaceutical professionals are competent to
provide services in accordance with their practice-setting
expectations.

20. The Framework for Establishing Quality in
CE/CPD

21. Training :
CPD training includes various functions of hospital pharmacy and how
these are executed in a particular department:
• Duties, responsibilities & restrictions.
• Aware of practices in that department with respect to checking,
ordering, meeting, requests from wards.
• Provide basic information on the materials to be handled.
• Providing instructions in the various process in which they
involved, procedures for safe working, including the safe handling
of materials & operation of machinery.
• On one hand major contribution made by the pharmacist to the
hospitals teaching program in his role is the education of student
nurses.
• Pharmacists involve in training of graduate nurses, under graduate
pharmacy students, graduate pharmacy students.

22. Training can take part in both internal
& external
INTERNAL TEACHING ACTIVITES EXTERNAL TEACHING ACTIVITES
Student nurses Guest lecture or speaker
Seminar on therapeutics Specific programs
Graduate nurses Refresh courses
House staff member & senior medical
staff
Residents in hospital administration.
Under graduate pharmacy students
Residents in hospital administration.

23. Standards for the hospital undertaking training
programme:
• To carry out its training programme properly and efficiently it has to
have certain standards to be adapted.
• (A) The hospital should be affiliated to a university:
Teaching hospital, educational benefits, total drug control, clinical
applications of drugs in treatment.
• (B) The pharmacy department should be organized:
Proper management, Good pharmacy services,
• (C) Personnel for the training
Pharmacy director or superintendent participate in PT Committee, medical
dental and diet training programs.

24. • (D) Standards of qualification & selection of the applicant for
residency training:
Applicant should be graduate of the recognised university having a
college of pharmacy affiliated.
Recommened by the college from which he graduated.
Member of the indian hospital pharmacists association / indian
pharmaceutical association.
• (E) The pharmacy department should have adequate facilities:
(a) departmental administration:
Departmental management,skills & solving problems,personnal management,
organizational management communication and management of drug related courses

25. • (b) collateral & interdepartmental activites:
Motivate him to participate independently in activities, develop a
personnel philosophy of commitment to his professional role &
responsibilites.
• (c) ambulatory patient service:
Dispensing of drugs to out door patients, dispensing of drugs to
emergency ward.
• (d) inpatient distribution & control:
Nurse are involved : nature of drug, effects, dose, toxic symptoms,
medication order before administration, administration of oral
preparations, administration of drugs by rectal route, administration of
drugs by parenteral route, injection sites & methods.

26. • (e) technology & quality control:
– Special dosage form,
– Package size,
– Parenteral admixtures,
– Parenteral nutrition fluids & sterile dosage forms.
– Quality of manufacturing, compounded ,packed, labelled.
Control the storage & distribution of drugs.
• (f) clinical services:
– Pt. medication history,
– Monitoring drug therapy,
– Management of medical emergency,
– Pt. education & counselling,
– Management of chronic conditions,

27. Conclusion
• Participation in lifelong learning is essential to ensure the continued
competence of pharmaceutical professionals.
• In this regard, pharmaceutical professionals should engage in a
process of CPD that includes participation in high-quality and
accredited CE/CPD and training activities.
• Ideally, a national plan for the development and implementation of a
method to assure the quality of CE/CPD activities should be
developed.
• Use of this framework, if properly applied, can guide countries in the
development of an accreditation process designed to ensure the quality
of CE/CPD activities.