Donyai Parastou, Alexander Angela M
Reading School of Pharmacy, University of Reading, PO Box 226, Whiteknights, Berkshire, RG6 6AP, UK.
Centre for Inter-Professional Postgraduate Education and Training (CIPPET), Reading School of Pharmacy, University of Reading, Berkshire, UK.
Int J Clin Pharm. 2015 Dec;37(6):1250-7. doi: 10.1007/s11096-015-0202-4. Epub 2015 Sep 28.
Using continuing professional development (CPD) as part of the revalidation of pharmacy professionals has been proposed in the UK but not implemented. We developed a CPD outcomes framework ('the framework') for scoring CPD records, where the score range was -100 to +150 based on demonstrable relevance and impact of the CPD on practice.
This exploratory study aimed to test the outcome of training people to use the framework, through distance-learning material (active intervention), by comparing CPD scores before and after training.
Pharmacy professionals were recruited in the UK in Reading, Banbury, Southampton, Kingston-upon-Thames and Guildford in 2009.
We conducted a randomised, double-blinded, parallel-group, before and after study. The control group simply received information on new CPD requirements through the post; the active intervention group also received the framework and associated training. Altogether 48 participants (25 control, 23 active) completed the study. All participants submitted CPD records to the research team before and after receiving the posted resources. The records (n = 226) were scored blindly by the researchers using the framework. A subgroup of CPD records (n = 96) submitted first (before-stage) and rewritten (after-stage) were analysed separately.
Scores for CPD records received before and after distributing group-dependent material through the post.
Using a linear-regression model both analyses found an increase in CPD scores in favour of the active intervention group. For the complete set of records, the effect was a mean difference of 9.9 (95 % CI 0.4-19.3), p value = 0.04. For the subgroup of rewritten records, the effect was a mean difference of 17.3 (95 % CI 5.6-28.9), p value = 0.0048.
The intervention improved participants' CPD behaviour. Training pharmacy professionals to use the framework resulted in better CPD activities and CPD records, potentially helpful for revalidation of pharmacy professionals.
在英国，有人提议将持续专业发展（CPD）作为药剂师重新认证的一部分，但尚未实施。我们开发了一个CPD成果框架（“该框架”），用于对CPD记录进行评分，根据CPD对实践的可证明的相关性和影响，评分范围为-100至+150。
这项探索性研究旨在通过远程学习材料（积极干预），通过比较培训前后的CPD分数，测试培训人员使用该框架的效果。
2009年在英国的雷丁、班伯里、南安普顿、泰晤士河畔金斯顿和吉尔福德招募了药剂师专业人员。
我们进行了一项随机、双盲、平行组、前后对照研究。对照组仅通过邮寄收到有关新CPD要求的信息；积极干预组还收到了该框架及相关培训。共有48名参与者（25名对照组，23名积极干预组）完成了研究。所有参与者在收到邮寄资源之前和之后都向研究团队提交了CPD记录。研究人员使用该框架对记录（n = 226）进行了盲评。对首先提交（前期）并重新撰写（后期）的一组CPD记录（n = 96）进行了单独分析。
通过邮寄分发分组材料前后收到的CPD记录分数。
使用线性回归模型，两项分析均发现积极干预组的CPD分数有所提高。对于完整的记录集，效果是平均差异为9.9（95%CI 0.4-19.3），p值 = 0.04。对于重新撰写记录的亚组，效果是平均差异为17.3（95%CI 5.6-28.9），p值 = 0.0048。
该干预改善了参与者的CPD行为。培训药剂师专业人员使用该框架可带来更好的CPD活动和CPD记录，可能有助于药剂师专业人员的重新认证。
