A scoping review of the questionnaires used for the assessment of the perception of undergraduate students of the learning environment in healthcare professions education programs.

The learning environment (LE) includes social interactions, organizational culture, structures, and physical and virtual spaces that influence the learning experiences of students. Despite numerous studies exploring the perception of healthcare professional students (HCPS) of their LE, the validity evidence of the utilized questionnaires remains unclear. This scoping review aimed to identify questionnaires used to examine the perception of undergraduate HCPS of their LE and to assess their validity evidence. Five key concepts were used: (1) higher education; (2) questionnaire; (3) LE; (4) perception; and (5) health professions (HP). PubMed, ERIC, ProQuest, and Cochrane databases were searched for studies developing or adapting questionnaires to examine LE. This review employed the APERA standards of validity evidence and Beckman et al. (J Gen Intern Med 20:1159-1164, 2005) interpretation of these standards according to 5 categories: content, internal structure, response process, relation to other variables, and consequences. Out of 41 questionnaires included in this review, the analysis revealed a predominant emphasis on content and internal structure categories. However, less than 10% of the included questionnaires provided information in relation to other variables, consequences, and response process categories. Most of the identified questionnaires received extensive coverage in the fields of medicine and nursing, followed by dentistry. This review identified diverse questionnaires utilized for examining the perception of students of their LE across different HPs. Given the limited validity evidence for existing questionnaires, future research should prioritize the development and validation of psychometric measures. This will ultimately ensure sound and evidence-based quality improvement measures of the LE in HP education programs.

Examining Pharmacy Alumni's Perceptions of Job Satisfaction, Achievements, and Preparedness: A Mixed-Methods Study.

OBJECTIVES: There is a scarcity of research that holistically explores pharmacy alumni's employment experience and their professional performance. Job satisfaction is linked to professionals' productivity and their educational preparedness. This study aimed to explore the professional experiences of the College of Pharmacy-Qatar University alumni. METHODS: A convergent mixed-methods design was utilized to examine the alumni's perceptions of job satisfaction, achievements in the workplace, and preparedness for practice through both quantitative and qualitative approaches. This study involved the administration of a pre-tested online questionnaire among all alumni (n = 214) and the conduction of 7 focus groups of which the participants were selected from a heterogeneous purposive sample (n = 87). Herzberg's motivation-hygiene theory was applied in both approaches. RESULTS: One hundred thirty-six alumni completed the questionnaire (response rate = 63.6%), and 40 alumni attended the focus groups. A good level of job satisfaction was shown (median score = 30 [IQR = 12], [out of 48]). Sources of job satisfaction and dissatisfaction were recognition and limited opportunities for professional growth, respectively. Also, good satisfaction was revealed (median score = 20 [IQR = 21], [out of 56]) with the alumni's ability to attain several achievements (eg, developing pharmacy-related services), which allowed for career success. Moreover, fair agreement concerning the adequacy of the preparedness for practice was indicated (eg, being care providers) (mean = 37 [SD = 7.5], [out of 52]). However, certain aspects, such as the enhancement of non-clinical knowledge, warranted further improvement. CONCLUSION: Overall, pharmacy alumni had positive perceptions of their professional experiences. However, alumni's excellence in different pharmacy career prospects needs to be supported throughout their learning experience.

Perceptions and experiences of undergraduate pharmacy students and alumni toward research after exposure to undergraduate research courses.

Introduction: Academic institutions have a duty to equip health professional students with the requisite research skills to ensure the implementation of evidence-based practice. This study aims to determine the perceptions of pharmacy students and alumni toward research after completing Undergraduate Research in Pharmacy Courses (URPCs) at the College of Pharmacy-Qatar University (CPH-QU). Methods: A cross-sectional survey was conducted. All CPH-QU alumni (n = 238), and all third- and fourth-year professional students who had completed at least one URPC at the time of conducting the study (n = 42) were approached. The questionnaire contained items relating to research experience and perceptions of significance, confidence in conducting research, actual and anticipated outcomes, and motivation for future research. A Theoretical Domains Framework informed the development of selected items. Results: The response rate was 72.1% (202/280); however, the usable rate was 95.5% (193/202). The participants gave positive responses relating to their perceptions of research significance {Median = 5.0 [Interquartile range (IQR) = 1.0], Minimum-Maximum = 1-5}, confidence in conducting research [Median = 4.0 (IQR = 1.0), Minimum-Maximum = 1-5], actual and anticipated outcomes [Median = 4.0 (IQR = 1.0), Minimum-Maximum = 1-5], and motivation for future research plans [Median = 4.0 (IQR = 1.0), Minimum-Maximum = 1-5]. The majority of participants perceived non-confidence in using data analysis software [72 (39.4% non-confidence)] and a high proportion of participants were non-confident in conducting data analysis [45 (24.6% non-confidence)]. More than half reported publishing at least one peer-reviewed article [99 (54.4% agreement)] from their courses and were highly motivated to consider post-graduate degrees in pharmacy [132 (73.3% agreement)]. Conclusions: Incorporating URPCs into CPH-QU curriculum has potentially improved students and alumni's perceptions of research. Action is needed to improve confidence in different aspects of research.

Applications of social theories of learning in health professions education programs: A scoping review.

Introduction: In health professions education (HPE), acknowledging and understanding the theories behind the learning process is important in optimizing learning environments, enhancing efficiency, and harmonizing the education system. Hence, it is argued that learning theories should influence educational curricula, interventions planning, implementation, and evaluation in health professions education programs (HPEPs). However, learning theories are not regularly and consistently implemented in educational practices, partly due to a paucity of specific in-context examples to help educators consider the relevance of the theories to their teaching setting. This scoping review attempts to provide an overview of the use of social theories of learning (SToLs) in HPEPs. Method: A scoping search strategy was designed to identify the relevant articles using two key concepts: SToLs, and HPEPs. Four databases (PubMed, ERIC, ProQuest, and Cochrane) were searched for primary research studies published in English from 2011 to 2020. No study design restrictions were applied. Data analysis involved a descriptive qualitative and quantitative summary according to the SToL identified, context of use, and included discipline. Results: Nine studies met the inclusion criteria and were included in the analysis. Only two SToLs were identified in this review: Bandura's social learning theory (n = 5) and Lave and Wenger's communities of practice (CoP) theory (n = 4). A total of five studies used SToLs in nursing programs, one in medicine, one in pharmacy, and two used SToLs in multi-disciplinary programs. SToLs were predominantly used in teaching and learning (n = 7), with the remaining focusing on assessment (n = 1) and curriculum design (n = 1). Conclusions: This review illustrated the successful and effective use of SToLs in different HPEPs, which can be used as a guide for educators and researchers on the application of SToLs in other HPEPs. However, the limited number of HPEPs that apply and report the use of SToLs suggests a potential disconnect between SToLs and educational practices. Therefore, this review supports earlier calls for collaborative reform initiatives to enhance the optimal use of SToLs in HPEPs. Future research should focus on the applicability and usefulness of other theories of learning in HPEPs and on measuring implementation outcomes.Systematic Review Registration: https://www.researchregistry.com/browse-the-registry#registryofsystematicreviewsmetaanalyses/registryofsystematicreviewsmeta-analysesdetails/60070249970590001bd06f38/, identifier review registry1069.

Implementation and evaluation of a preceptor educational development programme involving the health cluster colleges at Qatar University.

BACKGROUND: 'The Practice Educators' Academy Programme' is an innovative educational intervention developed following a preceptor-focussed needs assessment. The primary aim of this study was to evaluate the programme's effect on self-efficacy and knowledge amongst multi-disciplinary clinical preceptors who precept students across the Health Cluster in Qatar University. The secondary aim was to assess the preceptors' satisfaction with the programme's comprehensiveness, appropriateness, and relevance. METHODS: This is a longitudinal study, with the same participants followed at different time points (i.e., pretest-posttest interventional design). The sample size was calculated to represent 10% of the sample expected for the main study, utilising a stratified convenience sampling technique. Preceptor self-efficacy was assessed using the Preceptor Self-Efficacy Questionnaire, a validated 21-item questionnaire. Preceptor knowledge was assessed through a 25-item multiple-choice question test. Satisfaction with programme content and delivery was assessed through a 14-item questionnaire with open comments. RESULTS: Thirty pretest-posttest respondents for the PSEQ assessment, and 26 pretest-posttest respondents for the knowledge assessment were appropriately matched and analysed. Participation in the self-efficacy questionnaire resulted in a statistically significant increase in their posttest median score (pretest-to-posttest: 3.3-to-3.6, p = 0.001). Participation in the knowledge assessment resulted in a statistically significant increased posttest mean score (pretest-to-posttest: 10.2-to-15.7, p < 0.001). Participants indicated high levels of satisfaction with the programme (average score = 4.42/5). CONCLUSIONS: Our findings suggest the programme is effective as demonstrated through a significant improvement in preceptors' self-efficacy and knowledge. Recommendations for future iterations include placing greater focus on active learning strategies, and inter-disciplinary interactions.

Assessment of Educational Needs and Design of a Preceptor Development Program for Health Professional Education Programs in Qatar.

INTRODUCTION: Experiential learning is the backbone of many health care professional education programs; however, the quality of learning is profoundly dependent on the skills and experiences of clinical preceptors. This study was conducted at Qatar University Health Cluster (Colleges of Pharmacy, Medicine, and Health Sciences) with the primary objective of identifying the educational needs of preceptors to design and review an educational professional development program. METHODS: This study adopted a mixed-methods approach and was conducted in three stages: (1) assessment of preceptor educational needs, (2) designing of the Practice Educators' Academy program, and (3) revision and refinement of the designed program. The needs' assessment was conducted at all the three colleges through a validated survey and focus groups comprising of preceptors, students, and clinical faculty members. The sample included 209 survey respondents and 11 focus group sessions. RESULTS: The results yielded five key themes and a variety of individual preferences, which were used to design a five-module face-to-face two-day interactive workshop. For the revision of the designed program, the syllabus was shared purposively with selected scholars and experts in the area of health professions education, and their feedback was collected and critically examined. Furthermore, the refinement of the program was performed on the basis of this feedback, resulting in the revised and representative program being ready for piloting. DISCUSSION: A preceptor development program on experiential teaching and learning skills was successfully designed and revised with the needs of the clinical preceptors at its core. Preceptors' skills development can advance health care outcomes by preparing competent health professional graduates.

National assessment of pharmaceutical workforce and education using the International Pharmaceutical Federation's global development goals: a case study of Qatar.

BACKGROUND: The sustainable development goals were launched by the United Nations in 2015. Its fifth goal was describing the achievement of universal health coverage by 2030. This goal reaffirms the importance of investing in the development and training of the global health workforce. In alliance with this, the International Pharmaceutical Federation (FIP) has published reports about pharmacy workforce planning in several countries. However, data about Qatar were not included in these reports. In 2017, FIP developed a transformational roadmap of pharmaceutical workforce and education. One systematic framework component of the roadmap is the Pharmaceutical Workforce Development Goals (DG[w]s) that were released in late 2016 and subsequently incorporated into the more comprehensive Global Development Goals1 in 2020, encompassing not only workforce development, but additionally practice and pharmaceutical science development. This study aimed to evaluate the current situation of pharmacy workforce and education in Qatar in relation to the original 13 Pharmaceutical Workforce Development Goals (DG[w]s). The objective was to identify the gaps in pharmacy workforce and education and to recommend evidence-led strategies to be included in both the Ministry of Public Health and the Qatar University College of Pharmacy workforce development plans. METHODS: Three rounds of conventional Delphi technique were conducted with expert panels of key decision-makers in pharmacy practice from the College of Pharmacy at Qatar University and the Ministry of Public Health, utilizing the FIP's self-assessment survey. Qualitative content analysis was used to analyze and prioritize the identified gaps from the collected data. DG[w] was considered "met" if all the provided indicators were achieved, "partially met" if at least one of the indicators were achieved, and "not met" if none of the indicators were achieved RESULTS: The lack of competency framework (DG[w]5), workforce data (DG[w]12), and workforce policy formation (DG[w]13) are three major gaps in the provision of pharmaceutical workforce and pharmacy education in Qatar, influencing other DG[w]s. These gaps need to be addressed by the formation of Qatar Pharmaceutical Association through which academic, practice, and policymaking sectors can work together in developing health workforce intelligence system. CONCLUSION: The results indicated that DG[w]s are interrelated and a gap in one goal can negatively influence others. Results and recommendations of this research will facilitate the implementation of strategic plans across leading pharmacy sectors to meet health needs in Qatar and achieve the third pillar of the Qatar National Vision 2030.

Cultural awareness and competence of pharmacy educators and learners from the perspective of pharmacy students at Qatar University: A mixed-methods approach.

BACKGROUND: Since healthcare professional educators and practitioners in Qatar are culturally diverse, the impact of this diversity on the education and training of healthcare students should be evaluated. This study, therefore, aims at examining pharmacy students' perspectives on the level of cultural awareness and competence of pharmacy educators and learners at Qatar University and the influence of cultural diversity on pharmacy education in Qatar. METHODS: A convergent mixed-methods design was adopted. The Cultural Awareness Scale (CAS) was utilized in the quantitative phase, which was administered on 122 pharmacy students at Qatar University College of Pharmacy (QU CPH), of whom 70 responded. The qualitative phase comprised four focus groups with a total of 23 students. The quantitative and qualitative data were collected concurrently, and the results were integrated. RESULTS: The findings suggest that the QU CPH is an institution of a culturally diverse community. Educators and students alike are generally culturally aware and sensitive; however, demonstration of a holistic awareness was hindered by a few barriers. This study suggests curricular changes to reinforce cultural competence, cultural inclusiveness, and the preservation of Qatar's cultural identity and values in the educational environment. CONCLUSIONS: The internationalization of pharmacy education in Qatar has inspired students and educators alike to achieve new dimensions of cultural awareness. To infuse passion and enthusiasm in learning while maintaining Qatar's cultural values and identity, healthcare professional educators, researchers, and policymakers are required to collaborate to promote culturally sensitive pharmacy education.

Examining the Disconnect Between Communities of Practice Learning Theory and Educational Practices in the PharmD Program in Qatar.

Objective. To examine the Qatar University Doctor of Pharmacy (PharmD) program for evidence of incorporation of communities of practice (CoP) learning theory. Methods. A developed CoP framework was used as a theoretical instrument to analyze the evidence of CoP theory in QU PharmD program, utilizing a case study research approach. Results. The research suggests that the evidence of the CoP framework in the PharmD program falls into three categories. The first category represents elements of CoP that were fully evident, such as knowledge recontextualization, social and professional acceptance, and effective assessment measures. The second category represents elements that were partially evident, such as the formation of a co-development team, informal learning, mentoring strategies, and preceptors' orientation to assessment. The third category represents elements that were not evident, such as collaboration between faculty and preceptors and ensuring the reliability and validity of assessment tools. In cases where elements of CoP were implemented, this was an implicit rather than explicit application of CoP theory. Therefore, it was theorized that the disconnect between CoP learning theory and educational practices is at the "implicit disconnect" level. Conclusion. This research indicates that the CoP framework facilitated the identification of areas for future quality improvement and suggests that the theoretical CoP framework could be used by other programs to identify areas for improvements. We theorize that a full and explicit implementation of learning theory into educational practices is crucial, which calls for the collaboration of academic, practice, accreditation, and governmental sectors in pharmacy educational reform initiatives.

Examining the motivations and future career aspirations of Qatari pharmacy students and alumni: A case study.

INTRODUCTION: The Global Pharmacy Workforce report published by the International Pharmaceutical Federation indicated pharmacy workforce shortages and called forstrengthening workforce planning. The low percentage of Qatari students in the College of Pharmacy at Qatar University could negatively impact the fulfilment of the Qatar National Vision and the United Nations' Goals. The aim of this research is to examine the motivations of Qatari pharmacy students and alumni to study pharmacy, and to understand their perceptions of the profession and career aspirations. METHODS: A qualitative case study research was conducted. Data were collected by focus groups and semi-structured interviews, and were analysed thematically. RESULTS: Research findings suggested that increasing the national workforce was the main motive for students to study pharmacy. The participants' perceptions of the profession varied from pharmacy being a drug sales profession to it being a healthcare profession. Participants' career aspirations included pursuing graduate studies, working in hospitals, and working in academia. The participants were generally satisfied with studying pharmacy, which encouraged them to recommend the major to others. However, the participants were challenged by the lack of societal recognition of pharmacy and by misperceptions about Qatari students, which motivated them to further demonstrate their competencies. CONCLUSIONS: This study will facilitate the understanding of factors that motivate and demotivate Qatari students from joining the pharmacy major and their career aspirations, which will ultimately enhance the development of recruitment strategies geared towards attracting a larger number of qualified and highly motivated Qataris into the pharmacy profession.

Transforming the pharmaceutical workforce in the Eastern Mediterranean Region: a call for action.

Planning and development of the pharmaceutical workforce is fundamental to achieving universal health coverage and the United Nations Sustainable Development Goals by 2030. The International Pharmaceutical Federation (FIP) has recognized the importance of constructing mechanisms for transforming the global workforce. FIP has launched a developmental road map in order to support and facilitate global, regional and national transformations of pharmaceutical education and the workforce. Literature on the pharmaceutical workforce in the WHO Eastern Mediterranean Region is limited but what there is reports persistent workforce challenges. This necessitates stronger engagement across all countries of the Region to develop workable and sustainable strategic plans for workforce and educational development by adopting and adapting approaches to national transformation needs and the FIP roadmap. Countries have an opportunity to engage with FIP in collaborative programmes to implement the FIP roadmap locally, and provide proof of concept and a leadership model for other WHO regions.

Adult Learning Theories in Context: A Quick Guide for Healthcare Professional Educators.

BACKGROUND: Adult learning theories play a pivotal role in the design and implementation of education programs, including healthcare professional programs. There is a variation in the use of theories in healthcare professional education programs and this is may be in part due to a lack of understanding of the range of learning theories available and paucity of specific, in-context examples, to help educators in considering alternative theories relevant to their teaching setting. This article seeks to synthesize key learning theories applicable in the learning and teaching of healthcare professionals and to provide examples of their use in context. METHOD AND RESULTS: A literature review was conducted in 2015 and 2016 using PubMed, Scopus, Web of Science, and ERIC academic databases. Search terms used identified a range of relevant literature about learning theories, and their utilization in different healthcare professional education programs. The findings were synthesized and presented in a table format, illustrating the learning theory, specific examples from health and medical education, and a very brief critique of the theory. OUTCOME: The literature synthesis provides a quick and easy-to-use summary of key theories and examples of their use to help healthcare professional educators access a wider range of learning theories to inform their instructional strategies, learning objectives, and evaluation approaches. This will ultimately result in educational program enhancement and improvement in student learning experiences.

Using a global framework for health workforce development: National case studies on continuing professional development in pharmacy.

This article was migrated. The article was marked as recommended. Investing in the education, training and development of the global health workforce is integral to achieving global health goals, including universal health coverage and access to safe and quality services. Systemising and formalising CPD & CE for health workers as part of their professional development has become a central component of health workforce development. A global framework for pharmacy workforce development support countries to assess their CPD & CE development needs and facilitate progress towards global goals. This paper describes this global framework and how it's being used and implemented in countries worldwide.