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Titulo Artículo:
A systematic review of contemporary competency-based education and training for pharmacy practitioners and students
Resumen:
Background The use of competency-based education (CBE) worldwide is increasing and has been advocated for by key reports in health professional education. Recent developments, including the first global competency framework for pharmacists published by the International Pharmaceutical Federation (FIP) in 2012, can help facilitate CBE adoption. However, adopting CBE is complex and involves various features and stages of development. Objective This systematic review examines pharmacy education and training to identify features of CBE-related approaches currently in use worldwide to develop a picture of contemporary CBE-related activity in pharmacy for the purpose of guiding future development. Method Scopus, Web of Science, Medline, Embase, and ERIC electronic databases were searched to identify relevant literature. Studies associated with CBE or training of pharmacy practitioners and related postgraduate or undergraduate students were included. Studies were limited to those published in English from 2010 to 2021. Two authors performed the screening and selection of studies, and a 3rd author resolved any discrepancies. The review followed PRSIMA guidelines and was registered with PROSPERO under CRD42022296424. The findings were analysed using an inductive approach and presented descriptively.
Fecha de publicación:
2022.
Autores :
Naoko Arakawa;
Claire Anderson;
Luke Pattison;
Simon McGrath;
Jessica McMullen;
Autor corporativo:
Research in Social and Administrative Pharmacy,
Editores:
ScienceDirect ;
Idioma:
Inglés
Páginas:
1
ISBN:
1934-8150
Existencias:
26
Palabras claves:
Competency-based education
Pharmacy
EducationTraining
Competencies
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Otros profesionales de la salud
Titulo Artículo:
A systematic review of contemporary competency-based education and training for pharmacy practitioners and students
Resumen:
Background The use of competency-based education (CBE) worldwide is increasing and has been advocated for by key reports in health professional education. Recent developments, including the first global competency framework for pharmacists published by the International Pharmaceutical Federation (FIP) in 2012, can help facilitate CBE adoption. However, adopting CBE is complex and involves various features and stages of development. Objective This systematic review examines pharmacy education and training to identify features of CBE-related approaches currently in use worldwide to develop a picture of contemporary CBE-related activity in pharmacy for the purpose of guiding future development. Method Scopus, Web of Science, Medline, Embase, and ERIC electronic databases were searched to identify relevant literature. Studies associated with CBE or training of pharmacy practitioners and related postgraduate or undergraduate students were included. Studies were limited to those published in English from 2010 to 2021. Two authors performed the screening and selection of studies, and a 3rd author resolved any discrepancies. The review followed PRSIMA guidelines and was registered with PROSPERO under CRD42022296424. The findings were analysed using an inductive approach and presented descriptively.
Fecha de publicación:
2022.
Autores :
Naoko Arakawa;
Claire Anderson;
Luke Pattison;
Simon McGrath;
Jessica McMullen;
Autor corporativo:
Research in Social and Administrative Pharmacy,
Editores:
ScienceDirect ;
Idioma:
Inglés
Páginas:
1
Existencias:
26
Palabras claves:
Competency-based education
Pharmacy
EducationTraining
Competencies
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Otros profesionales de la salud
Titulo Artículo:
A systematic review of contemporary competency-based education and training for pharmacy practitioners and students
Resumen:
Background The use of competency-based education (CBE) worldwide is increasing and has been advocated for by key reports in health professional education. Recent developments, including the first global competency framework for pharmacists published by the International Pharmaceutical Federation (FIP) in 2012, can help facilitate CBE adoption. However, adopting CBE is complex and involves various features and stages of development. Objective This systematic review examines pharmacy education and training to identify features of CBE-related approaches currently in use worldwide to develop a picture of contemporary CBE-related activity in pharmacy for the purpose of guiding future development. Method Scopus, Web of Science, Medline, Embase, and ERIC electronic databases were searched to identify relevant literature. Studies associated with CBE or training of pharmacy practitioners and related postgraduate or undergraduate students were included. Studies were limited to those published in English from 2010 to 2021. Two authors performed the screening and selection of studies, and a 3rd author resolved any discrepancies. The review followed PRSIMA guidelines and was registered with PROSPERO under CRD42022296424. The findings were analysed using an inductive approach and presented descriptively.
Autores:
Naoko Arakawa
,
Claire Anderson
,
Luke Pattison
,
Simon McGrath
,
Jessica McMullen
,
.
Titulo Revista:
Research in Social and Administrative Pharmacy,
.
Numero:
Volumen:
0
Fecha de publicación:
2022.
Base de Datos Bibliográfica:
ScienceDirect ,
.
Suplemento:
Idioma:
Inglés
Página Inicial:
1
Página Final:
26
ISBN:
1934-8150
Palabras claves:
Competency-based education
Pharmacy
EducationTraining
Competencies
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Otros profesionales de la salud
Título ScienceDirect :
A systematic review of contemporary competency-based education and training for pharmacy practitioners and students
Resumen:
Background The use of competency-based education (CBE) worldwide is increasing and has been advocated for by key reports in health professional education. Recent developments, including the first global competency framework for pharmacists published by the International Pharmaceutical Federation (FIP) in 2012, can help facilitate CBE adoption. However, adopting CBE is complex and involves various features and stages of development. Objective This systematic review examines pharmacy education and training to identify features of CBE-related approaches currently in use worldwide to develop a picture of contemporary CBE-related activity in pharmacy for the purpose of guiding future development. Method Scopus, Web of Science, Medline, Embase, and ERIC electronic databases were searched to identify relevant literature. Studies associated with CBE or training of pharmacy practitioners and related postgraduate or undergraduate students were included. Studies were limited to those published in English from 2010 to 2021. Two authors performed the screening and selection of studies, and a 3rd author resolved any discrepancies. The review followed PRSIMA guidelines and was registered with PROSPERO under CRD42022296424. The findings were analysed using an inductive approach and presented descriptively.
Autores :
Naoko Arakawa;
Claire Anderson;
Luke Pattison;
Simon McGrath;
Jessica McMullen;
Autor corporativo:
Research in Social and Administrative Pharmacy,
Fecha de publicación:
2022.
Tipo :
ScienceDirect .
Idioma:
Inglés
Palabras claves:
Competency-based education
Pharmacy
EducationTraining
Competencies
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Otros profesionales de la salud
Título ScienceDirect :
A systematic review of contemporary competency-based education and training for pharmacy practitioners and students
Resumen:
Background The use of competency-based education (CBE) worldwide is increasing and has been advocated for by key reports in health professional education. Recent developments, including the first global competency framework for pharmacists published by the International Pharmaceutical Federation (FIP) in 2012, can help facilitate CBE adoption. However, adopting CBE is complex and involves various features and stages of development. Objective This systematic review examines pharmacy education and training to identify features of CBE-related approaches currently in use worldwide to develop a picture of contemporary CBE-related activity in pharmacy for the purpose of guiding future development. Method Scopus, Web of Science, Medline, Embase, and ERIC electronic databases were searched to identify relevant literature. Studies associated with CBE or training of pharmacy practitioners and related postgraduate or undergraduate students were included. Studies were limited to those published in English from 2010 to 2021. Two authors performed the screening and selection of studies, and a 3rd author resolved any discrepancies. The review followed PRSIMA guidelines and was registered with PROSPERO under CRD42022296424. The findings were analysed using an inductive approach and presented descriptively.
Autores :
Naoko Arakawa;
Claire Anderson;
Luke Pattison;
Simon McGrath;
Jessica McMullen;
Autor corporativo:
Research in Social and Administrative Pharmacy,
Fecha de publicación:
2022.
Paginas:
1.
ISBN:
1934-8150.
Idioma:
Inglés
Palabras claves:
Competency-based education
Pharmacy
EducationTraining
Competencies
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Otros profesionales de la salud
Titulo Artículo:
A systematic review of contemporary competency-based education and training for pharmacy practitioners and students
Resumen:
Background The use of competency-based education (CBE) worldwide is increasing and has been advocated for by key reports in health professional education. Recent developments, including the first global competency framework for pharmacists published by the International Pharmaceutical Federation (FIP) in 2012, can help facilitate CBE adoption. However, adopting CBE is complex and involves various features and stages of development. Objective This systematic review examines pharmacy education and training to identify features of CBE-related approaches currently in use worldwide to develop a picture of contemporary CBE-related activity in pharmacy for the purpose of guiding future development. Method Scopus, Web of Science, Medline, Embase, and ERIC electronic databases were searched to identify relevant literature. Studies associated with CBE or training of pharmacy practitioners and related postgraduate or undergraduate students were included. Studies were limited to those published in English from 2010 to 2021. Two authors performed the screening and selection of studies, and a 3rd author resolved any discrepancies. The review followed PRSIMA guidelines and was registered with PROSPERO under CRD42022296424. The findings were analysed using an inductive approach and presented descriptively.
Fecha de publicación:
2022.
Autor corporativo:
Research in Social and Administrative Pharmacy,
.
Idioma:
Inglés
Palabras claves:
Competency-based education
Pharmacy
EducationTraining
Competencies
Público objetivo:
Decanatura
Docentes
Educadores Medicos
Otros profesionales de la salud
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Naoko Arakawa Claire Anderson Luke Pattison Simon McGrath Jessica McMullen Naoko Arakawa Claire Anderson Luke Pattison Simon McGrath Jessica McMullen A systematic review of contemporary competency-based education and training for pharmacy practitioners and students. 2022; 0Ed. 1.
