CPE Providers: Our Role in CPD

1. CPE Providers: Our Role in CPD Virginia (Ginger) G. Scott, Ph.D., R.Ph West Virginia University AACP - CPE Section: Salt Lake City, Utah July 12, 2004

2. Background on Continuing Professional Development (CPD) • An approach to lifelong learning • CE is an integral part of CPD • Currently used in the United Kingdom, Canada, Australia, and New Zealand. • Being studied as a model for pharmacists in the United States

3. Background on Continuing Professional Development (CPD) • Resource document developed for the Council on Credentialing in Pharmacy (CCP) • Statements of CPD adopted by national associations

4. CPD Five-Staged Cycle

5. Specific Goals of Study • Assess CE providers’ knowledge of the CPD concept • Identify how CE providers envision their role in CPD

6. Data Source • Convenience Sample • ACPE list-serv of CE providers • Population – 444 • Sample - 443

7. Methods

8. Instrument Development • 3 Sections • Demographics • Current programming • Continuing Professional Development • Reviewed by expert panel

9. Data Collection • Survey Monkey via Internet • Cover letter with link to survey • Follow-up e-mails

10. Results

11. Response Rate • N = 195 • Usable Rate = 43.8% (194)

12. Demographics of Respondents • 60.1 % Females • 80.8 % CE Directors • Background of Director • 53.9 % Pharmacists • 44.6 % Educators

13. CE Providers

14. Type of CE Provided

15. Current Programming

16. Types of CE Programs Provided

17. Percentage of Time a CE Provider Uses An Assessment Measure During the Year • Post test with passing score 76 %* • Demonstration of skill 64 %** • Un-graded exam with feedback 67 % • Un-graded exam with no feedback 53 % • Un-graded case studies 73 %** • Other measures 70 %* • No assessment 51 % *32% use measure 75 – 100% of time per year ** 20 - 21% use measure 25% of time per year

18. Continuing Education Meets the Pharmacists’ Lifelong Learning Needs

19. Continuing Professional Development

20. Mechanisms to Learn About CPD

21. Respondents’ Knowledge of CPD

22. CPD Enhances the Current Approach to Lifelong Learning for Pharmacist

23. CPD Offers an Advantage Over Traditional CE

24. CPD Will Expand the Role of CE Providers

25. Philosophical Views of CE Providers • Viewpoints ranged from supporting the concept to leaving the process as status quo • Opportunities unlimited • Concerns on the practical application of the process as to staffing and other resources • CPD should be a voluntary process

26. Positive Viewpoints • “Excellent opportunity to determine what practitioners really need to maintain and improve their competence and then to offer the programming to meet those described needs.” • “I see it as an opportunity to engage in a more focused and successful model for professional education for health professionals. A real chance to measure progress and actively engage our audience.”

27. Examples of Negative Viewpoints • “It will eliminate most providers except those highly funded or the Schools of Pharmacy or those with affiliations with the schools of Pharmacy” • “More administrative hassle and oversight”

28. Specific Activities for CE Providers • Assist with self-assessment (Reflect) • Identify areas for additional training (Plan) • Develop and offer programming using different learning styles with various levels of difficulty for various specialty areas (Act) • Record keeping (Record) • Potential new role in the evaluation process (Evaluate)

29. Challenges of CE Providers in the Implementation of CPD • Buy-in of concept by providers & pharmacists • Resources – human and financial • Time • Development of material to meet an individual’s needs • Measures of competency • Record keeping for CPD activities • Quality of activities

30. Suggested Activities to Include in the CPD Approach • Lectures • Readings • Mini Residencies, Rotations, & Clerkships • Case Studies • Discussion Groups

31. Suggested Activities to Include in the CPD Approach • Demonstrations • Hands-on Activities • On-line stimulations • Role playing • Problem solving exercises • On-line chat rooms

32. Appropriateness of Frameworks to Assure Competency • Frameworks Assessed • Pharmacy Activity Classification • ACMP’S Framework for Drug Therapy Management • CAPE Educational Outcomes • 38 - 50% of respondents were unfamiliar with one or more of the frameworks • 42 % were neutral on whether any framework should be used

33. Suggestions on CPD Validation • Validation agency • Majority noted that State Boards of Pharmacy and ACPE both should play a major role • Others possible agencies: NABP, national and state pharmacists associations • Concerns • Guidelines should be the same for all states • Cost and time • Flexible approach

34. Conclusions • Two-thirds of CE providers feel that traditional CE only partially meets the lifelong learning needs of pharmacists • CE providers need additional education on the CPD concept. • Adult learning principles and active learning should be incorporated into CPD activities.

35. Conclusions • The primary challenges faced by CE providers will be buy-in of the CPD concept by providers & pharmacists, resources, time, development of individualized materials, competency measures, and record keeping.

36. Future Research • Assess knowledge of Board of Pharmacy members • Assess knowledge of pharmacists • Identify challenges faced by CE providers in Canada

37. Acknowledgments • ACPE Staff • Mike Rouse B.Pharm (Hons), MPS • Dimitra Travlos, PharmD, BCPS • Peter H. Vlasses, PharmD, BCPS, FCCP • Heather Evans, Program Assistant • CE Providers • Steve Caiola, University of North Carolina • Carriann Richey, Butler University • Art Wharton, University of Florida

38. Questions?