The Intersection of Growth Mindset and Accreditation in Pharmacy Education.

OBJECTIVES: To describe existing growth mindset literature within pharmacy and health care education, describe how a growth mindset can be beneficial in the accreditation process, and propose potential ways to promote a growth mindset in faculty, preceptors, students, and staff within pharmacy education. FINDINGS: To help pharmacy learners develop a growth mindset, existing literature emphasizes the need for a shift toward and aligning assessment with a growth mindset, helping to create self-directed adaptive learners, leading to health care providers who can adjust their practice to tackle expected and unexpected challenges throughout their careers. Strategies to create a culture of growth mindset identified include training faculty and learners on growth mindset and developing new assessments that track a learner's growth. Recommendations for pharmacy educators include encouraging educators to assess their own growth mindset and use a variety of teaching methods and provide feedback on learner effort that encourages the process of learning rather than focusing on individual attributes, traits, and results. SUMMARY: Growth mindset intersects with accreditation standards for both professional degree programs and providers of continuing pharmacy education. Continuing professional development process is one way to encourage faculty, staff, and students to develop a growth mindset. While a growth mindset can have many positive impacts on pharmacy accreditation, it is essential to recognize that achieving and maintaining accreditation is a multifaceted process involving numerous factors. A growth mindset can positively influence pharmacy education accreditation by fostering a culture of continuous improvement, innovation, resilience, student-centeredness, data-driven decision-making, collaboration, and effective leadership.

[Translated article] Compounding training programme for pharmacy technicians using a digital platform and simulation techniques.

OBJECTIVE: To describe a compounding training plan in a tertiary hospital pharmacy service. The project aimed pharmacy assistant technicians to use a digital training platform and simulation techniques. METHODS: Two training programs were designed, one for sterile and the other for non-sterile drugs. Each programme consists of several phases: a basic online training course (digital e-learning platform), a practical simulation workshop, a supervised practice in real conditions, and a final verification by the pharmacist to qualify the technician. Both programs include continuous and accredited evaluation by the hospital's Continued Education Commission. A satisfaction survey on training (e-lerning platform) was designed and conducted for pharmacy technicians (sterile and non-sterile). RESULTS: The project has been running for 3 years. Six specialist pharmacists from different areas involved in compounding are responsible for training and continuous evaluation. Twenty-one technicians have been trained, and nineteen have obtained qualifications. Two of them were found to be unfit. Currently, we employ13 pharmacy technicians who were initially trained. The participation rate in the satisfaction survey on training (e-learning platform) was 61.5% (n=8) out of a total number of current developers (n=13). Overall, 62.5% of technicians reported being satisfied or very satisfied, while the remaining 37.5% were indifferent. CONCLUSIONS: Compounding training program is currently in its third year. It has been crucial in delegating tasks to pharmacy technicians. The use of digital technology is essential in this training. We consider that, specific training in compounding, is indispensable and should be included in the academic plan for pharmacy technicians.

Continuing Professional Development Activities Provided by Continuing Pharmacy Education Providers.

OBJECTIVE: To describe continuing professional development (CPD)-related continuing pharmacy education (CPE) activities from 2018 through 2023. METHODS: This was an exploratory study using CPE activities offered by US-based accredited providers from the Accreditation Council for Pharmacy Education Provider Web Tool. Activities were selected based on submission and expiration date, which included activities active from January 1, 2018 to December 31, 2023. The words "professional development" were used to search for CPE activities based on titles. Frequencies were calculated for provider type, delivery method, and activity types. Content analysis was used to identify categories, subcategories, and elements or components of the CPD cycle from activity titles and learning objectives. RESULTS: A total of 204 activities were identified, with the most common provider type being college or school which provided 41% (n = 83) of the activities. Most activities were designed for pharmacists 76% (n = 156) and primarily delivered in a live seminar format (68%, n = 138) and used a single delivery method (92%, n = 187). Content analysis identified 7 categories and 23 subcategories of activities. Of the 7 activity categories, only 3 had subcategories which reflected elements or components of CPD: precepting and teaching; diversity, equity, and inclusion; and CPD process and principles. CONCLUSION: This study identified that most CPE activities and learning objectives reflected educational interventions without the inclusion or use of the CPD cycle or process, suggesting that additional provider education on the implementation of CPD and differentiation between CPE and CPD may be necessary.

A scoping review of continuing education models and statutory requirements for pharmacists globally.

BACKGROUND: In the dynamic field of pharmacy amongst a diverse array of countries with disparate income levels, pharmacists play a pivotal role in integrating emerging scientific knowledge into their practice while adapting to evolving therapeutic interventions and expanding service delivery responsibilities. Lifelong Learning (LLL) is cultivated through continuing professional education (CPE) and continuing professional development (CPD), indispensable components ensuring sustained professional competence and heightened patient care quality. The global landscape witnesses diverse LLL activities tailored to pharmacists' learning needs and preferences. This scoping review maps and synthesises a comprehensive global perspective on the existing knowledge regarding CPE/CPD models, statutory requirements, and pharmacists' preferences for LLL activities. OBJECTIVE: To comprehensively investigate global models of CPE/CPD for pharmacists' and examine the statutory requirements governing pharmacists' registration and licensure. METHOD: A literature search of PubMed, Google Scholar, Web of Science, and the University of KwaZulu-Natal library search engine was undertaken for studies between January 2012 and February 2023. The article selection and reporting followed the recommendations made by PRISMA (Preferred Reporting Items of Systematic Reviews and Meta-Analyses) guidelines. The articles were tabulated based on their respective country's income level, continuing education models employed, country-specific statutory requirements, and pharmacists' preferences for LLL activities. RESULTS: Of the initial 3974 publications identified through the database search, 24 studies met the review criteria. The majority of the articles originated from high-income countries (HICs) (14/24, 58.3%), and most employed the mandatory CPD points system (21/24, 87.5%). However, in some HICs and upper-middle income countries (UMICs), the CPE/CPD is non-mandatory. While most countries (19/24, 79.2%) offer various LLL formats, the preference of pharmacists remains primarily face-to-face learning (13/24, 54.2%). However, workplace learning (3/24, 12.5%) and blended learning (7/24, 29.1%) are mentioned in some studies. CONCLUSION: Diverse models of CPE/CPD alongside statutory requirements persist globally and evolve, shaped by varied implementation experiences. HICs lead in CPD models, while the implementation in low- and middle-income countries (LMICs) and low-income countries (LICs) requires further exploration for inclusivity and effectiveness. A few UMICs are either initiating or in early stages of implementing the CPD models. Structured planning for LLL activities is increasingly a global requirement for pharmacists' licensure. The essential progression of pharmacy practice in developing healthcare systems necessitates a mandatory CPD model. Ongoing research is crucial to fortify the implementation, align and unify the CPD model with evolving pharmacy profession needs.

Exploring LGBTQ+ cultural competency and DEI in continuing education: A cross-sectional review of U.S. pharmacy legislation.

BACKGROUND: Lesbian, gay, bisexual, transgender, queer or questioning, intersex, asexual, or other sexual orientations or gender identities (LGBTQ+) cultural competency training is offered in pharmacy curricula to variable extents. State legislation directly dictates pharmacist training through continuing pharmacy education (CPE) requirements. OBJECTIVES: This study aimed to identify the U.S. states and the District of Columbia (D.C.) that require CPE or training on topics related to LGBTQ+ cultural competency or topics related to diversity, equity, and inclusion (DEI) in general. In addition, this study quantified and compared each state's CPE hours required for each renewal period. METHODS: This cross-sectional study retrospectively examined pharmacy legislation on CPE requirements for each of the 50 U.S. states and D.C. Only state legislation that was signed into law and related to pharmacy practice was included. Official websites for each board of pharmacy were identified to locate lawbooks, laws, rules, regulations, and statutes specific to pharmacy practice. Search terms included "lgbt," "lgbtq," "cultural," "cultural competency," "equity," "health equity," "implicit," and "implicit bias." Two study investigators independently collected data from March 2023 to April 2023. Data were re-reviewed for accuracy in January 2024. Discrepancies were resolved through discussion until a consensus was reached. The total number of required CPE hours, years for each pharmacist license renewal, required LGBTQ+ cultural competency CPE hours, and required DEI-focused CPE hours were described using descriptive statistics. RESULTS: A total of 44 of 51 states and D.C. required 30 CPE hours for each 2-year renewal cycle or 15 CPE hours for each 1-year renewal cycle. California and D.C. had LGBTQ+ cultural competency CPE requirements of 1 CPE hour or 2 CPE hours per cycle, respectively. Five additional states, Illinois, Maryland, Michigan, Oregon, and Washington, required training or CPE on topics related to DEI as a whole. CONCLUSION: Few U.S. states require CPE on LGBTQ+ cultural competency. This study highlights the need for standardized pharmacist training in LGBTQ+ health care.

An exploratory mixed-methods evaluation of continuing education opportunities related to the care of sexual and gender minority patients from ACPE-accredited providers.

PURPOSE: The objective of this analysis was to describe trends in continuing education opportunities for pharmacy professionals across the US related to the care of sexual and gender minority (SGM) patients. METHODS: Continuing education programs offered by Accreditation Council for Pharmacy Education (ACPE)-accredited providers from 2012 through 2022 were identified by searching the ACPE database for titles containing SGM terminology. Data including ACPE provider classification, activity type, format, audience, ACPE topic designator, interprofessional accreditation, contact hours, and learning objectives were collected. Content analysis was used to categorize activities. RESULTS: Following removal of duplicates and non-SGM-focused programming, 726 programs were identified. The most commonly observed program characteristics included a live format (67.6%, n = 491), a pharmacist audience (77.1%, n = 560), knowledge-based activities (90.8%, n = 656), a college or school of pharmacy provider (21.6%, n = 157), an ACPE topic of pharmacy administration (50.6%, n = 367), and a focus on pharmacy rather than interprofessional audiences (87.1%, n = 632). The median program length was 1 hour (interquartile range, 1-1.25 hours). The qualitative analysis identified programs focused on topics of gender-affirming care (pharmacotherapy) (32.1%, n = 233), general SGM (26.7%, n = 194), gender-affirming care (nonpharmacotherapy), sexually transmitted infections (7.2%, n = 52), and health disparities (3.9%, n = 28). CONCLUSION: Advancement has occurred in the number of available continuing pharmacy education programs focused on the care of SGM patients. Further information regarding specific content and effectiveness of continuing education is necessary to determine strategies to better prepare pharmacy professionals to care for this growing patient population.

National Continuing Professional Development (CPD) training needs of pharmacists in Ethiopia.

BACKGROUND: Continuing Professional Development (CPD) in pharmacy is a lifelong learning approach whereby individual pharmacists are responsible for updating and broadening their knowledge, skills, and attitudes. This is vital to ensure the delivery of high-quality patient care services. However, there is a lack of available data revealing the CPD needs of Ethiopian pharmacists. Thus, the objective of this study was to identify CPD training needs of pharmacists practicing in Ethiopia. METHODS: An institution-based cross-sectional study design with a quantitative approach was employed in this study. This assessment involved 640 pharmacists representing various sectors of the profession. Data were collected through a combination of an online platform and a face-to-face questionnaire administered in person. RESULT: A total of 634 participants completed and returned the questionnaires, resulting in an impressive response rate of 99.1%. A significant majority (74.1%) of the participants possessed bachelor's degree in pharmacy (B. Pharm). Pharmaceutical Logistics and Pharmacy administration was preferentially selected as a prior CPD course by 36% of participants, of them while Pharmacotherapy (17%), Leadership/Governance (13%), Community Pharmacy (12%), Research and Development (11%) were also the subsequent top choices by participants. Off-site face-to-face lectures (59.2%), Hybrid (face-to-face + e-learning) (54.8%), and on-site on-the-job training (45.5%) were the most convenient means of CPD course delivery. On the other hand, the participants least favored print-based or correspondence programs for CPD course delivery. CONCLUSIONS: CPD holds great importance in the professional lives of pharmacists. It is critical for pharmacists, CPD providers, and those responsible for accrediting CPD programs to recognize the specific CPD requirements, preferred methods of delivery, and obstacles involved. This understanding is vital for establishing priorities and effectively planning CPD activities. In light of this, our study identified the most preferred CPD training courses and convenient delivery methods for pharmacists in Ethiopia. We recommend that CPD providers and accrediting bodies in Ethiopia refer to our findings when approving CPD courses.

A qualitative focus on community pharmacists’ attitudes and barriers toward continuing professional development: implications for professional practice

Background: Continuing professional development and continuing education are important components of professional practice for pharmacists. Mandatory continuing professional development requirements have been introduced in several countries, including Jordan. However, information on the uptake of continuing professional development is lacking, particularly in the Jordanian context. Objective: This study’s principal aim was to investigate community pharmacists’ views of continuing professional development and to explore pharmacists’ perceptions of the most common facilitators and barriers to participation in continuing education. Methods: A series of seven focus group sessions were undertaken with groups of four to seven community pharmacists. Focus group transcripts were thematically analyzed using a qualitative data analysis method. Results: The study included 34 pharmacists out of 95 who received invitation letters. Four key themes were identified: (1) community pharmacists’ attitudes toward continuing professional development; (2) perceived motivating factors for continuing professional development; (3) experienced barriers to continuing professional development; (4) and potential strategies for improving pharmacists’ continuing professional development. In terms of attitudes, participants generally understood the concept of continuing professional development. Motivating factors were mainly attributed to personal, work-related, and service provision-related factors. However, experienced barriers that could prevent community pharmacists from participating in continuing professional development despite their motivation were: barriers pertaining to workload, barriers pertaining to pharmacists, and barriers related to lack of resources. (AU)

Principles for Continuing Professional Development (CPD) Programs: A Statement by the ACPE CPD Advisory Committee.

Continuing Professional Development (CPD) has received increased attention within the pharmacy profession in the United States and is recognized as a potential pathway for ongoing professional development and practice transformation. Despite potential benefits of CPD, adoption in the United States has remained limited. A CPD program accreditation pathway, including principles, guidance, and a credit system for CPD programs, has recently been approved by the Accreditation Council for Pharmacy Education Board of Directors. This commentary reviews existing literature regarding pharmacy CPD, introduces CPD program principles and guidance for CPD program providers, and describes the model for awarding CPD units.

Facilitating multistate pharmacy practice: Streamlining continuing pharmacy education requirements.

A major regulatory impediment to achieving multistate pharmacist licensure is state-specific Continuing Pharmacy Education (CPE) mandates. States vary on CPE requirements in 6 key domains, presenting a potentially significant administrative burden for multistate pharmacists. In the short term, replicating the nursing compact model of CPE regulation is the most viable model for the pharmacy profession. In this model, a pharmacist would have to follow just the CPE requirements for the state where the pharmacist maintains primary residence, and maintenance of this home state license would be automatically recognized by other states in which the pharmacist practices.

Evaluación del conocimiento en atención farmacéutica a personas con discapacidad visual en estudiantes de regencia de farmacia de una universidad de Colombia / Evaluation of knowledge in pharmaceutical care for people with visual disabilities in students of pharmacy regency of a university of Colombia

En la formación académica y profesional del personal de farmacia sean desde el punto de vista técnico, tecnológico o profesional incluyendo a la Química farmacéutica, no solo se debe centralizar en cúmulo de conocimientos y practicas formativas sino que además debemos contemplar aspectos socio-morales como el de tener profesionales los mas completos formativos como para una atención farmacéutica para personal con discapacidades visuales, físicas o neurológicas ( dependiendo del grado debcomplejidad);donde el poder de su rehabilitación radica en su independencia y habilidad de desenvolverse por sí solos autosuficientes. Por todo lo anterior se requiere que dentro del plan educativo institucional o llamados pensul académicosbse contemple en las clases socio -éticas formación de lenguaje de señas o capacitaciones para atención ambulatoria y Clinicas a este tipo de población que tienen los mismos derechos y deberes ciudadanosbde sus congéneres. (AU)

In the academic and professional training of pharmacy personnel, whether from a technical, technological or professional point of view, including Pharmaceutical Chemistry, not only should the accumulation of knowledge and training practices be centralized, but we should also contemplate socio-moral aspects such as to have professionals with the most complete training such as pharmaceutical care for personnel with visual, physical or neurological disabilities (depending on the degree of complexity); where the power of their rehabilitation lies in their independence and ability to function on their own, self-sufficient. For all of the above, it is required that within the institutional educational plan or called academic pensul, socio-ethical classes provide sign language training or training for outpatient care and clinics for this type of population that have the same rights and duties as citizens of their congeners. (AU)

Development and Assessment of Targeted, Live, and Interactive Continuing Pharmacy Education Workshops in Dementia Care for North Dakota Pharmacists.

Background With the growing US aging population, need for a health care workforce able to provide dementia care will increase. Objective To develop, deliver, and assess interactive live workshops for licensed North Dakota pharmacists in dementia care. Methods Prospective interventional study of impact of free-of-charge, interactive, five-hour workshops for pharmacists providing advanced training in Alzheimer's disease, vascular and Parkinson's disease dementia, dementia with Lewy bodies, and common reversible causes of cognitive impairment. The workshop was offered three times across two different locations in ND: Fargo and Bismarck. Online pre- and postworkshop questionnaires were administered to collect demographics, attendance rationale, perceived ability to provide dementia care, and workshop quality/satisfaction. A 16-item assessment instrument/ test (1 point/item) was developed to assess pre- and postworkshop competency in dementia-related care (ie, knowledge, comprehension, application, and analysis). Descriptive statistics and paired t-test were performed using Stata 10.1. Results Sixty-nine pharmacists were trained and completed the competency test assessments; 95.7% ND pharmacists completed pre-and postworkshop questionnaires. The overall competency test scores improved from 5.7 ± 2.2 to 13.0 ± 2.8 (P < 0.001) and individual scores for each disease/problem also improved significantly (P < 0.001). Increases corresponded with increased self-reported perceived ability to provide dementia care; 95.4 to 100% of participants agreed/strongly agreed learning needs were met, teaching was effective, were satisfied with content and educational material usefulness, and would recommend workshop. Conclusion Workshop had measurable, immediate benefit on knowledge and ability to apply learned information. Structured, interactive workshops are valuable for improving pharmacists' competency in dementia care.

Development and evaluation of an online training program based on the O-AMAS teaching model for community pharmacists in the post-COVID-19 era.

Background: Formerly, the community pharmacists' work was mainly focused on drug supply. However, during the COVID-19 epidemic outbreak, community pharmacists in Wuhan played an important role in control and prevention of SARS-CoV-2 and in providing pharmaceutical care. Due to a lack of adequate knowledge and skills, many community pharmacists were not able to cope with healthcare work timely and efficiently. To improve community pharmacists' specialized knowledge and enhance their professional competence through systemic training in the post-COVID-19 era. Methods: Based on the O-AMAS (Objective, Activation, Multi-learning, Assessment and Summary) teaching model and flipped classroom, an online continuing training program containing four sections was developed. It was a semi-experimental study with no control group. Quantitative tests before and after training as well as questionnaire were used to evaluate the outcome of this training program for community pharmacists. Results: A total of twenty-six community pharmacists were invited to participate in continuing education, and twenty-five trainees finished this training program with a completion rate of 96.2 %. Quantitative tests before and after training and anonymous questionnaires were carried out to comprehensively evaluate the outcomes of this training program. Compared with the test scores before training (61.6 ± 6.6), the score after training was statistically higher, reaching 80.9 ± 7.5 (P < 0.001). Twenty-three questionnaires were received (returns ratio, 92.0%). Notably, most of the pharmacists were satisfied with the training program. The percentage of positive responses for each item in this anonymous questionnaire was more than 85 %. Conclusion: It was suggested that the O-AMAS model and the flipped classroom-based continuing educational program achieved the expected training effects. It is a promising on-the-job training approach for pharmacy continuing education. Moreover, our study also demonstrated that online learning had advantages of no geographic constraints, flexible learning beyond time and easy interaction, over traditional face-to-face training style, especially in the post-pandemic era.

Evaluation of Pharmacists' Preferences and Barriers to Access Continuing Education: A Cross-Sectional Study in Lebanon.

The implementation of continuing education programs for pharmacists in Lebanon is emerging and needs to be further developed and strengthened to fill the gaps between knowledge acquisition and its application in the workplace. This study examined the perceptions of pharmacist preferences for and barriers to access programs. A crosssectional descriptive study was undertaken with a convenience sample of 142 pharmacists who were surveyed in their workplace. Almost 83.1% of pharmacists reported their day-to-day workplace experiences were the best way to learn. The high cost (50%) and time away from work (37.8%) were the main barriers to continuing education. Pharmacists reported a mean satisfaction of 5.8 (sd = 2.2)/10 with programs suggesting a need for routine needs assessments and adaptation of programs to better meet their learning needs.

[Issuance of Recommendation Entitled "Profession and Lifelong Learning of Pharmacists Responsible for Sustainable Medical Care" by Science Council of Japan and Subsequent Response].

In order to provide sustainable medical care in a super-aging society, pharmacists are required to play a role in integrated community care systems in cooperation with multiple professionals, in addition to prescription-based dispensing. We propose the necessity of building an interprofessional information sharing system, lifelong training for pharmacists, and the establishment of a professional certification system.

Pharmacists' continuing professional development for non-communicable diseases management: A consensus study.

BACKGROUND: Pharmaceutical care for non-communicable diseases (NCD) in Indonesia needs improvement especially in provinces like Kalimantan Selatan (Kalsel) with increasing NCD prevalence. This research explored possible improvements for Kalsel pharmacists NCD Continuing Professional Development (CPD) programmes. OBJECTIVES: The study aims to identify Kalsel pharmacists' engagement with, experiences of, and expectations for NCD-focused CPD activities, and CPD stakeholders' views on these expectations. METHODS: This sequential mixed-methods study used a quantitative survey to map Kalsel pharmacists' CPD engagement and preferences. The survey findings, and Kalsel pharmacists' knowledge and skills in NCD management, were further explored in four geographically-diverse focus group discussions (FGDs). Triangulated findings from the survey and FGDs were presented to pharmacist CPD stakeholders in a modified Nominal Group Technique (NGT) discussion, resulting in a prioritised list of CPD activities and allocation of local leadership for each activity. RESULTS: The survey response rate was 51% (249/490) with fair representation of the geographic spread. CPD sessions were seen as a social event to network with colleagues (34%) and improve knowledge (31%). Major hindrances for participation were work commitments (25%) and travel needs (22%). Most participants (64%), especially the more senior, preferred explicitly interactive CPD formats (adjusted odds ratio 0.94 for each additional year from graduation; 95% confidence interval 0.89-0.99; p = 0.036). The FGDs identified challenges in managing NCD, strengths and gaps in NCD knowledge, and preferences for NCD CPD. The modified NGT produced 12 actions which five major stakeholders agreed to lead. CONCLUSIONS: An explicitly interactive NCD CPD programme based on a community of practice model and supported by blended learning is likely to be most effective for pharmacists in the Kalimantan Selatan province of Indonesia. A co-designed multi-stakeholder systems-based approach to CPD programme, as used in this study, is likely to increase the engagement and success of the programme.

Effectiveness of a continuing education program of drugs with fiscalized substance to improve pharmacy staff competencies: a multicenter, cluster-randomized controlled trial

Background: Drugs with fiscalized substances without a correct prescription may lead to undesirable side effects. Pharmacy staff needs to improve their competencies (knowledge, skills, and attitudes) to contribute to providing ambulatory pharmacy services and minimizing medication errors. Continuing education programs (CEP) could favor access to relevant and quality information on health promotion, disease prevention, and the rational use of drugs. Objective: To evaluate the effectiveness of a continuing education program to improve pharmacy staff competencies to enhance the use of drugs with fiscalized substances. Methods: A multicenter, prospective, parallel-group, cluster-randomized, controlled clinical trial was conducted in drugstores and pharmacies in Colombia (ambulatory retail establishments). The intervention group (IG) received a CEP: a web-based social networking site, a virtual course, a dispensing information system, and face-to-face training. The control group (CG) received general written material on the correct use of drugs. We measured pharmacy staff’s skills, attitudes, and knowledge self-reported scores, and the simulated patient technique was used to assess the participant skills and attitudes in real practice. We used a questionnaire designed for this study, which was evaluated by a group of experts and piloted and showed a Cronbach’s alpha of 0.96. (AU)

Expedited partner therapy: Investigating pharmacists' awareness and training needs in the Northeastern United States.

BACKGROUND: Sexually transmitted infections (STIs) in the United States are at an all-time high. Expedited partner therapy (EPT) has been endorsed by the Centers for Disease Control and Prevention to prevent reinfection of patients and their partners. Although this practice is permissible in 46 states, including all of New England and New York, it is underutilized by prescribers and pharmacists. OBJECTIVES: To collect and analyze data on pharmacists' knowledge of EPT using a Web-based survey and to determine the best methods to deliver EPT continuing pharmacy education and related resources. METHODS: A link to a 26-question survey was sent through e-mail listservs, social media, and newsletters to members of pharmacists' associations in 6 New England states and New York. In addition to demographic information, the questions assessed pharmacists' familiarity with and awareness of EPT, their roles in using this clinical service, and options for type, length, and location of related training plus types of information resources that would be most helpful for them. RESULTS: A total of 133 pharmacists completed the survey. Only 50% overall were familiar with EPT as a concept, and more than 80% of pharmacists did not know which STIs are covered by their state EPT regulations. However, 85% of pharmacists responded they believed they played a potential role in EPT. A majority responded that a less than 2-hour live webinar would be the best format for EPT education, in addition to other resources distributed from their respective state boards of pharmacy. CONCLUSION: Pharmacists in the Northeastern United States lack overall awareness of EPT and how it is regulated. With continuing pharmacy education delivered in their preferred format, augmented by State Board of Pharmacy resources, pharmacists can play a critical role to facilitate access for patient and partner treatment of STIs.

[Pilot survey on continuing education for pharmacists in Germany]. / Piloterhebung zur Fortbildungssituation der Apotheker*innen in Deutschland.

INTRODUCTION: Continuing education (CE) for pharmacists is mandatory in Germany. However, the findings on CE activities of pharmacists are limited. The aim of this study was to conduct a pilot survey on the CE situation of pharmacists in Germany, including licensed and future pharmacists, to determine the commitment to CE, the attitude towards CE and an obligation to provide evidence, the extent of CE considered necessary and the application of CE content in professional practice. METHODS: A cross-sectional study was conducted in the form of an online survey using SoSci survey, which was addressed to licensed pharmacists, pre-registration pharmacists, and pharmacy students. The online survey was promoted by pharmaceutical professional societies, trade media and interest groups. RESULTS: In total, 880 participants were included in the study: 695 pharmacists, 136 pharmacy students and 49 pre-registration pharmacists. Only 50.0% of the participants were aware of their CE obligations. Among the pharmacists, 44.9% reported that they held the voluntary advanced training certificate issued by the Chambers of Pharmacists. 551 participants reported the CE points of the past twelve month. On average, 56.2 ±â€¯50.2 CE points were collected (x̅ = 210.8 CE minutes per month). Pharmacists not holding the voluntary advanced training certificate of the Chamber of Pharmacists collected significantly fewer (p < 0.001) CE points (39.5 ±â€¯32.0 points; x̅ = 148.1 CE minutes per month). On average, the study population considered a minimum number of 33.9 ±â€¯20.9 CE points per year (x̅ = 127.1 CE minutes per month) to be adequate to meet the CE requirements. DISCUSSION: Although the majority participated in CE, the introduction of nationwide CE commitment monitoring was rejected. On the one hand, this may be linked to a lack of willingness to engage in lifelong learning. On the other hand, it should be borne in mind that, despite the same common nationwide legal basis, the different Chambers of Pharmacists districts have set up different rules concerning the minimum yearly CE commitment, the proof of compliance with CE requirements and fines for non-compliance. Therefore, the introduction of nationwide standard regulations may result in a greater acceptance of CE commitment checks. CONCLUSION: Pharmacists' willingness to CE participation has so far been dependent on intrinsic motivation. Although many licensed pharmacists were in possession of the advanced training certificate issued by the Chambers of Pharmacists, the majority of participants did not support the introduction of a nationwide CE commitment monitoring. 127.1 CE minutes per month were considered appropriate to fulfill the CE obligations, which is significantly less than the 187.5 CE minutes per month which are required to obtain the advanced training certificate of the Chambers of Pharmacists.