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CPE Providers: Our Role in CPD. Virginia (Ginger) G. Scott, Ph.D., R.Ph West Virginia University AACP - CPE Section: Salt Lake City, Utah July 12, 2004. Background on Continuing Professional Development (CPD). An approach to lifelong learning CE is an integral part of CPD
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CPE Providers: Our Role in CPD Virginia (Ginger) G. Scott, Ph.D., R.Ph West Virginia University AACP - CPE Section: Salt Lake City, Utah July 12, 2004
Background on Continuing Professional Development (CPD) • An approach to lifelong learning • CE is an integral part of CPD • Currently used in the United Kingdom, Canada, Australia, and New Zealand. • Being studied as a model for pharmacists in the United States
Background on Continuing Professional Development (CPD) • Resource document developed for the Council on Credentialing in Pharmacy (CCP) • Statements of CPD adopted by national associations
Specific Goals of Study • Assess CE providers’ knowledge of the CPD concept • Identify how CE providers envision their role in CPD
Data Source • Convenience Sample • ACPE list-serv of CE providers • Population – 444 • Sample - 443
Instrument Development • 3 Sections • Demographics • Current programming • Continuing Professional Development • Reviewed by expert panel
Data Collection • Survey Monkey via Internet • Cover letter with link to survey • Follow-up e-mails
Response Rate • N = 195 • Usable Rate = 43.8% (194)
Demographics of Respondents • 60.1 % Females • 80.8 % CE Directors • Background of Director • 53.9 % Pharmacists • 44.6 % Educators
Percentage of Time a CE Provider Uses An Assessment Measure During the Year • Post test with passing score 76 %* • Demonstration of skill 64 %** • Un-graded exam with feedback 67 % • Un-graded exam with no feedback 53 % • Un-graded case studies 73 %** • Other measures 70 %* • No assessment 51 % *32% use measure 75 – 100% of time per year ** 20 - 21% use measure 25% of time per year
Continuing Education Meets the Pharmacists’ Lifelong Learning Needs
CPD Enhances the Current Approach to Lifelong Learning for Pharmacist
Philosophical Views of CE Providers • Viewpoints ranged from supporting the concept to leaving the process as status quo • Opportunities unlimited • Concerns on the practical application of the process as to staffing and other resources • CPD should be a voluntary process
Positive Viewpoints • “Excellent opportunity to determine what practitioners really need to maintain and improve their competence and then to offer the programming to meet those described needs.” • “I see it as an opportunity to engage in a more focused and successful model for professional education for health professionals. A real chance to measure progress and actively engage our audience.”
Examples of Negative Viewpoints • “It will eliminate most providers except those highly funded or the Schools of Pharmacy or those with affiliations with the schools of Pharmacy” • “More administrative hassle and oversight”
Specific Activities for CE Providers • Assist with self-assessment (Reflect) • Identify areas for additional training (Plan) • Develop and offer programming using different learning styles with various levels of difficulty for various specialty areas (Act) • Record keeping (Record) • Potential new role in the evaluation process (Evaluate)
Challenges of CE Providers in the Implementation of CPD • Buy-in of concept by providers & pharmacists • Resources – human and financial • Time • Development of material to meet an individual’s needs • Measures of competency • Record keeping for CPD activities • Quality of activities
Suggested Activities to Include in the CPD Approach • Lectures • Readings • Mini Residencies, Rotations, & Clerkships • Case Studies • Discussion Groups
Suggested Activities to Include in the CPD Approach • Demonstrations • Hands-on Activities • On-line stimulations • Role playing • Problem solving exercises • On-line chat rooms
Appropriateness of Frameworks to Assure Competency • Frameworks Assessed • Pharmacy Activity Classification • ACMP’S Framework for Drug Therapy Management • CAPE Educational Outcomes • 38 - 50% of respondents were unfamiliar with one or more of the frameworks • 42 % were neutral on whether any framework should be used
Suggestions on CPD Validation • Validation agency • Majority noted that State Boards of Pharmacy and ACPE both should play a major role • Others possible agencies: NABP, national and state pharmacists associations • Concerns • Guidelines should be the same for all states • Cost and time • Flexible approach
Conclusions • Two-thirds of CE providers feel that traditional CE only partially meets the lifelong learning needs of pharmacists • CE providers need additional education on the CPD concept. • Adult learning principles and active learning should be incorporated into CPD activities.
Conclusions • The primary challenges faced by CE providers will be buy-in of the CPD concept by providers & pharmacists, resources, time, development of individualized materials, competency measures, and record keeping.
Future Research • Assess knowledge of Board of Pharmacy members • Assess knowledge of pharmacists • Identify challenges faced by CE providers in Canada
Acknowledgments • ACPE Staff • Mike Rouse B.Pharm (Hons), MPS • Dimitra Travlos, PharmD, BCPS • Peter H. Vlasses, PharmD, BCPS, FCCP • Heather Evans, Program Assistant • CE Providers • Steve Caiola, University of North Carolina • Carriann Richey, Butler University • Art Wharton, University of Florida