Developing key competencies for a clinical pharmacy education and peer review program

Rhonda Clifford, R.J. Plumridge

    Research output: Contribution to journalArticle

    3 Citations (Scopus)

    Abstract

    Objectives: To describe a model for the development of a competency-based clinical pharmacy training program using educational principles and practice change strategies. Method: The program development was guided by educational literature and advice from an educationalist and a staff development consultant. Clinical pharmacy competencies were identified in a series of consultant-led staff forums. Performance indicators and evidence guides were established to measure attainment of each competency. Staff values were also identified and a practice change strategy devised. Instructional methods were devised which optimised progression to competent practice: reading, lectures, interactive tutorials, guided discussion, case presentations, case-based training, simulation/ role play and practice- based learning. These were supported by interactive training through mentoring, individualised practice-based learning using direct instruction, modelling (problem clarification), coaching (practice in problem solving), and facilitating (self evaluation). Conclusion: This model provides a sound approach to clinical pharmacy education as it is based on an accepted definition of competency and uses values established by staff combined with recognised educational principles and practice change strategies.
    Original languageEnglish
    Pages (from-to)208-211
    JournalJournal of Pharmacy Practice and Research
    Volume33
    Issue number3
    Publication statusPublished - 2003

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