PHCL 472 Nouf Aloudah Clinical Pharmacy Lecturer King Saud University 1

Education And Training For Patient Care  2000 the Australian Institute of Pharmacy Management O’Toole  Teach her dog French 2

Education And Training For Patient Care  Pharmacy managers pay little attention to staff training and development  Don’t aim to accomplishing specific goals or objectives  Aim to earn CE  Being taught (attending a conference) not learning (obtaining knowledge, skills, and attitude to do something with the information) 3

Education And Training For Patient Care  How to create and deliver good learning programs  High light problems to be aware of when examine existing programs  Organization that provide pharmaceutical care training materials 4

Education And Training For Patient Care  Planning Your Pharmaceutical Care Training Program Professional competence (program should cover them all) ○ Skills ○ Professional socialization ○ judgment 5

Education And Training For Patient Care  Table 6-1 Summarize some of the published literature that describes pharmaceutical care training programs 6

Education And Training For Patient Care  Pharmaceutical Care Training in the literature limitations Part of pharmaceutical care which may not reflect true pharmaceutical care Increasing knowledge don’t mean effect on outcome Lack of evaluation of the programs If evaluation program described in detail and provide so much practice theory Don’t focus on system 7

Education And Training For Patient Care  Understanding Training Principles Budget+ person responsible Staff development for pharmacy practice 8

Education And Training For Patient Care  PCM Four stages Star training somewhere in the fourth stage 9

Education And Training For Patient Care  Learning resources component of PCM Resources that match the learners’ needs An awareness that these resources exist Resources that are accessible Resources that are affordable Time to learn 10

Education And Training For Patient Care  Matching Learning Needs Step 1: analyzing Required Knowledge, skills, and abilities ○ Articulate the practice change you want ○ Be sure that each job description states in observable, measurable terms the new tasks to be performed 11

Education And Training For Patient Care  Matching Learning Needs Step 1: analyzing Required Knowledge, skills, and abilities To create job descriptions: ○ Analyses each job responsibility and detail the associated tasks ○ Should be discrete and not overlap with other responsibilities 12

Education And Training For Patient Care  Matching Learning Needs Step 1: analyzing Required Knowledge, skills, and abilities To create job descriptions: The pharmacy Practice Activity Classification 1998 Four categories A, B, C, D  APhAnet | Pharmacist Practice Activity Classification APhAnet | Pharmacist Practice Activity Classification 13

Education And Training For Patient Care  Matching Learning Needs Step 1: analyzing Required Knowledge, skills, and abilities That each task is worded! 14

Education And Training For Patient Care  Matching Learning Needs Step 2: analyze Capability to Perform Desired Tasks Now ask “dose the pharmacist already know how to do the new tasks?” ○ Yes no training is needed ○ No continue 15

Education And Training For Patient Care  Matching Learning Needs Step 2: analyze Capability to Perform Desired Tasks ○ First: skill component ○ How to tell if your pharmacist can perform this task successfully? ○ It should be “yes” or “No” ○ Direct observing is not effective ○ Produce a list of tasks pharmacist unable to perform 16

Education And Training For Patient Care  Matching Learning Needs Step 3: Share the results with the practitioner ○ Making sure it sticks ○ Need to understand how much effort it will take, balance priorities 17

Education And Training For Patient Care  Matching Learning Needs Step 4: specify What Needs to be learned ○ Figure out exactly what the pharmacist needs to learn to perform the new tasks ○ Record it in a way that helps you identify existing training materials or design your own ○ Questions the answers will be your instructional objective (IO) ○ Include cognitive learning or problem solving skills that are used 18

Education And Training For Patient Care  Bloom's Taxonomy of the Cognitive Domain Bloom's Taxonomy You can hire professional / off the shelf resources 19

Education And Training For Patient Care  Matching Learning Needs Step 5: Evaluate the Match of Instructional Resources with Needs ○ Your list and IO tells you what your pharmacist must encompass ○ If weak in some areas? You need to go to higher level of learning ○ Case presentation, role play, simulation, practice based teaching ○ Evaluate resources against the learning outcomes you have specified 20

Education And Training For Patient Care Culminating IntegrationPractical Application Foundation knowledge and skills

Education And Training For Patient Care  Matching Learning Needs Step 5: Evaluate the Match of Instructional Resources with Needs ○ Modeling and coaching ○ Pull old case and talk about it ○ preceptors 22

Education And Training For Patient Care  Selecting Resources Step 6: Be Sure the pharmacist learner knows options 23

Education And Training For Patient Care  Pinpointing Accessible Resources Step 7: determine timing and geographic accessibility 24

Education And Training For Patient Care  Assessing Affordability Step 8: determine the cost of training 25

Education And Training For Patient Care  Step 9: Determine Availability Of Training Funds 26

Education And Training For Patient Care  Step 10: Complete The Training Plan 27

Education And Training For Patient Care  Step 11: Secure A Commitment To Pay 28

Education And Training For Patient Care  Addressing Time Issues Step 12: Create Time For Training 29

Education And Training For Patient Care  Step 13: Make Time To Learn 30

Education And Training For Patient Care  Doing Things Right 31

Education And Training For Patient Care  Available programs      State and local resources 32