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The Implementation of Pharmacy Competence Teaching in Estonia
Background: The PHAR-QA, “Quality Assurance in European Pharmacy Education and Training”, project has produced the European Pharmacy Competence Framework (EPCF). The aim of this study was to evaluate the existing pharmacy programme at the University of Tartu, using the EPCF. Methods: A qualitative a...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2017
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5597143/ https://www.ncbi.nlm.nih.gov/pubmed/28970430 http://dx.doi.org/10.3390/pharmacy5020018 |
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author | Volmer, Daisy Sepp, Kristiina Veski, Peep Raal, Ain |
author_facet | Volmer, Daisy Sepp, Kristiina Veski, Peep Raal, Ain |
author_sort | Volmer, Daisy |
collection | PubMed |
description | Background: The PHAR-QA, “Quality Assurance in European Pharmacy Education and Training”, project has produced the European Pharmacy Competence Framework (EPCF). The aim of this study was to evaluate the existing pharmacy programme at the University of Tartu, using the EPCF. Methods: A qualitative assessment of the pharmacy programme by a convenience sample (n = 14) representing different pharmacy stakeholders in Estonia. EPCF competency levels were determined by using a five-point scale tool adopted from the Dutch competency standards framework. Mean scores of competency levels given by academia and other pharmacy stakeholders were compared. Results: Medical and social sciences, pharmaceutical technology, and pharmacy internship were more frequent subject areas contributing to EPCF competencies. In almost all domains, the competency level was seen higher by academia than by other pharmacy stakeholders. Despite on-board theoretical knowledge, the competency level at graduation could be insufficient for independent professional practice. Other pharmacy stakeholders would improve practical implementation of theoretical knowledge, especially to increase patient care competencies. Conclusions: The EPCF was utilized to evaluate professional competencies of entry-level pharmacists who have completed a traditional pharmacy curriculum. More efficient training methods and involvement of practicing specialists were suggested to reduce the gaps of the existing pharmacy programme. Applicability of competence teaching in Estonia requires more research and collaborative communication within the pharmacy sector. |
format | Online Article Text |
id | pubmed-5597143 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2017 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-55971432017-09-29 The Implementation of Pharmacy Competence Teaching in Estonia Volmer, Daisy Sepp, Kristiina Veski, Peep Raal, Ain Pharmacy (Basel) Article Background: The PHAR-QA, “Quality Assurance in European Pharmacy Education and Training”, project has produced the European Pharmacy Competence Framework (EPCF). The aim of this study was to evaluate the existing pharmacy programme at the University of Tartu, using the EPCF. Methods: A qualitative assessment of the pharmacy programme by a convenience sample (n = 14) representing different pharmacy stakeholders in Estonia. EPCF competency levels were determined by using a five-point scale tool adopted from the Dutch competency standards framework. Mean scores of competency levels given by academia and other pharmacy stakeholders were compared. Results: Medical and social sciences, pharmaceutical technology, and pharmacy internship were more frequent subject areas contributing to EPCF competencies. In almost all domains, the competency level was seen higher by academia than by other pharmacy stakeholders. Despite on-board theoretical knowledge, the competency level at graduation could be insufficient for independent professional practice. Other pharmacy stakeholders would improve practical implementation of theoretical knowledge, especially to increase patient care competencies. Conclusions: The EPCF was utilized to evaluate professional competencies of entry-level pharmacists who have completed a traditional pharmacy curriculum. More efficient training methods and involvement of practicing specialists were suggested to reduce the gaps of the existing pharmacy programme. Applicability of competence teaching in Estonia requires more research and collaborative communication within the pharmacy sector. MDPI 2017-03-31 /pmc/articles/PMC5597143/ /pubmed/28970430 http://dx.doi.org/10.3390/pharmacy5020018 Text en © 2017 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Volmer, Daisy Sepp, Kristiina Veski, Peep Raal, Ain The Implementation of Pharmacy Competence Teaching in Estonia |
title | The Implementation of Pharmacy Competence Teaching in Estonia |
title_full | The Implementation of Pharmacy Competence Teaching in Estonia |
title_fullStr | The Implementation of Pharmacy Competence Teaching in Estonia |
title_full_unstemmed | The Implementation of Pharmacy Competence Teaching in Estonia |
title_short | The Implementation of Pharmacy Competence Teaching in Estonia |
title_sort | implementation of pharmacy competence teaching in estonia |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5597143/ https://www.ncbi.nlm.nih.gov/pubmed/28970430 http://dx.doi.org/10.3390/pharmacy5020018 |
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