Austin Zubin, Gregory Paul
Leslie Dan Faculty of Pharmacy and the Institute for Health Policy, Management and Evaluation-Faculty of Medicine, University of Toronto, Toronto, ON M5S 3M2, Canada.
Leslie Dan Faculty of Phamacy, University of Toronto, Toronto, ON M5S 3M2, Canada.
Pharmacy (Basel). 2019 Sep 25;7(4):140. doi: 10.3390/pharmacy7040140.
Around the world, changes in scope of practice regulations for pharmacists have been used as a tool to advance practice and promote change. Regulatory change does not automatically trigger practice change; the extent and speed of uptake of new roles and responsibilities has been slower than anticipated. A recent study identified 9 pre-requisites to practice change (the 9Ps of Practice Change). The objective of this study was to describe how educationalists could best apply these 9Ps to the design and delivery of continuing professional development for pharmacists. Twenty community pharmacists participated in semi-structured interviews designed to elicit their learning needs for scope of practice change. Seven supportive educational techniques were identified as being most helpful to promote practice change: (i) a coaching/mentoring approach; (ii) practice-based experiential learning; (iii) a longitudinal approach to instructional design; (iv) active demonstration of how to implement practice change; v) increased focus on soft-skills development; (vi) opportunities for practice/rehearsal of new skills; and (vii) use of a 360-degree feedback model. Further work is required to determine how these techniques can be best applied and implemented to support practice change in pharmacy.
在全球范围内，药剂师执业范围规定的变化已被用作推动实践和促进变革的工具。监管变革并不会自动引发实践变革；新角色和职责的采用程度和速度比预期要慢。最近一项研究确定了实践变革的9个先决条件（实践变革的9P）。本研究的目的是描述教育工作者如何最好地将这9P应用于药剂师继续职业发展的设计和提供。20名社区药剂师参与了半结构化访谈，旨在了解他们对执业范围变化的学习需求。七种支持性教育技术被确定为对促进实践变革最有帮助：（i）辅导/指导方法；（ii）基于实践的体验式学习；（iii）教学设计的纵向方法；（iv）积极示范如何实施实践变革；（v）更加注重软技能发展；（vi）新技能实践/演练的机会；以及（vii）使用360度反馈模型。需要进一步开展工作，以确定如何最好地应用和实施这些技术，以支持药学实践变革。
