Continuing Professional Development Needs of Community Pharmacists in Qatar: A Mixed-Methods Approach.

IF 1.3 Q2 Social Sciences

International Quarterly of Community Health Education Pub Date : 2021-04-01 Epub Date: 2020-06-02 DOI:10.1177/0272684X20918048

Fatima Al-Sulaiti, Hebatala Fares, Ahmed Awaisu, Nadir Kheir

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引用次数: 3

Abstract

Objective: This study aims to assess the educational needs and professional competencies of community pharmacists in Qatar to inform the development of relevant continuing professional development (CPD) programs.

Methods: A mixed-methods cross-sectional exploratory study targeting community pharmacists was conducted using a questionnaire and an event diary. Descriptive and inferential analyses were utilized to analyze the data using the Statistical Package for Social Sciences (SPSS®) version 21 software. For the event diary, thematic content analysis was used for data analysis.

Results: Drug information skills and pharmaceutical care process were the most identified topics for inclusion in CPD programs. None of the pharmacists thought that they were competent in core areas of pharmacy practice. Community pharmacists who filled an event diary highlighted the need for development in areas such as communication skills and medication safety.

Conclusion: The identified needs shall help in developing a CPD program that addresses what community pharmacists perceive as educational and professional training needs.

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卡塔尔社区药剂师的持续专业发展需求:一种混合方法。

目的:本研究旨在评估卡塔尔社区药剂师的教育需求和专业能力，为相关的持续专业发展(CPD)项目的发展提供信息。方法:采用问卷调查法和事件日记法对社区药师进行混合方法的横断面探索性研究。使用社会科学统计软件包(SPSS®)第21版软件对数据进行描述性和推断性分析。对于事件日志，采用专题内容分析进行数据分析。结果:药物信息技能和药学服务流程是CPD课程中最受关注的主题。没有一个药剂师认为自己在药学实践的核心领域有能力。填写事件日记的社区药剂师强调了在沟通技巧和药物安全等领域发展的必要性。结论:确定的需求将有助于开发CPD计划，以解决社区药剂师所认为的教育和专业培训需求。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Quarterly of Community Health Education PUBLIC, ENVIRONMENTAL & OCCUPATIONAL HEALTH-

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期刊介绍： The International Quarterly of Community Health Education is committed to publishing applied research, policy and case studies dealing with community health education and its relationship to social change. Since 1981, this rigorously peer-referred Journal has contained a wide selection of material in readable style and format by contributors who are not only authorities in their field, but can also write with vigor, clarity, and occasionally with humor. Since its introduction the Journal has considered all manuscripts, especially encouraging stimulating articles which manage to combine maximum readability with scholarly standards.