TY - JOUR
T1 - Continuous professional development
T2 - The Ontario experience in professional self-regulation through quality assurance and peer review
AU - Austin, Zubin
AU - Croteau, Della
AU - Marini, Anthony
AU - Violato, Claudio
PY - 2003/1/1
Y1 - 2003/1/1
N2 - Continuous professional development has emerged as a significant issue for pharmacy educators across North America. As a result of major regulatory changes governing pharmacy practice, the province of Ontario has developed a comprehensive quality assurance and peer review program designed to systematically assess the patient care competencies of practicing pharmacists. Key program components include: (1) a 2-part registration process wherein pharmacists elect to pursue Part A, direct patient care, or Part B, non-direct patient care; (2) a learning portfolio to demonstrate lifelong learning; and (3) a practice review process with a remediation component. In the 5 years that the Program has been in place 86% of practicing pharmacists were able to self-direct their professional development, while 14% required peer assistance. Performance differences emerged based on the number of years since graduating, place of graduation, and site of practice. These results provide pharmacy educators with important information regarding the needs of practicing pharmacists, as measured through direct assessment of their clinical knowledge and skills.
AB - Continuous professional development has emerged as a significant issue for pharmacy educators across North America. As a result of major regulatory changes governing pharmacy practice, the province of Ontario has developed a comprehensive quality assurance and peer review program designed to systematically assess the patient care competencies of practicing pharmacists. Key program components include: (1) a 2-part registration process wherein pharmacists elect to pursue Part A, direct patient care, or Part B, non-direct patient care; (2) a learning portfolio to demonstrate lifelong learning; and (3) a practice review process with a remediation component. In the 5 years that the Program has been in place 86% of practicing pharmacists were able to self-direct their professional development, while 14% required peer assistance. Performance differences emerged based on the number of years since graduating, place of graduation, and site of practice. These results provide pharmacy educators with important information regarding the needs of practicing pharmacists, as measured through direct assessment of their clinical knowledge and skills.
KW - Competency assessment
KW - Continuous professional development
KW - Pharmacy practice
KW - Quality assurance
UR - http://www.scopus.com/inward/record.url?scp=31144445010&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=31144445010&partnerID=8YFLogxK
M3 - Review article
AN - SCOPUS:31144445010
SN - 0002-9459
VL - 67
SP - 11P
JO - American Journal of Pharmaceutical Education
JF - American Journal of Pharmaceutical Education
IS - 2
M1 - 56
ER -