Competency-Based Education: Developing an Advanced Competency Framework for Indonesian Pharmacists

Introduction: Pharmacists need to be adaptable, flexible, and capable of advancing their practice to adapt to rapidly changing population health needs. We describe an educational approach to pharmacy workforce transformation in Indonesia through an advanced practice competency framework development using an “adopt and adapt” methodology.Methods: The competency framework development process comprised a translation phase, an adopt and adapt phase, validation through a nationwide mapping survey, and a completion phase through leadership consensus panels. We conducted a forward-backwards translation of a previously validated Advanced to Consultancy Level Framework (ACLF) to yield the Indonesian Advanced Development Framework (IADF) draft. The subsequent adoption and adaptation process was conducted through a series of consensus panels. We validated the IADF through a nationwide workforce survey. The final phase included leadership consensus panels with the professional leadership body in Indonesia. We analyzed the qualitative data thematically and the quantitative data using a Multiple Correspondence Analysis (MCA) technique.Results: We identified conceptual challenges in adopting and adapting the existing ACLF, which were addressed by providing a national glossary and concrete examples. A total of 6,212 pharmacists participated in the national workforce survey, of which 43% had <2 years of post-license (post-registration) experience. The MCA results showed that practitioner self-assessment to the IADF could discriminate their career development stages. The results also indicated a four-stage career model (including early years career training). Embedding this model in a structured national training program will enhance the professional workforce development through a more structured career journey.Conclusions: We describe the first validation of an advanced competency development framework for the pharmacy workforce in a non-Anglophone country, showing the possibility of transnational applicability of this framework. We argue that this methodology can be used in Low and Middle-income countries (LMICs) for the more rapid advancement of pharmaceutical care practice.

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National assessment of pharmaceutical workforce and education using the International Pharmaceutical Federation’s global development goals: a case study of Qatar

Journal of Pharmaceutical Policy and Practice ◽

10.1186/s40545-021-00305-y ◽

2021 ◽

Vol 14 (1) ◽

Author(s):

Banan Abdulrzaq Mukhalalati ◽

Meram Mohamed Mahmoud Elsayed Ibrahim ◽

Majdoleen Omar Al Alawneh ◽

Ahmed Awaisu ◽

Ian Bates ◽

...

Keyword(s):

Public Health ◽

Workforce Development ◽

Health Workforce ◽

Qualitative Content Analysis ◽

Pharmacy Practice ◽

Policy Formation ◽

Pharmacy Education ◽

Global Development ◽

Pharmacy Workforce ◽

Development Goals

Abstract Background The sustainable development goals were launched by the United Nations in 2015. Its fifth goal was describing the achievement of universal health coverage by 2030. This goal reaffirms the importance of investing in the development and training of the global health workforce. In alliance with this, the International Pharmaceutical Federation (FIP) has published reports about pharmacy workforce planning in several countries. However, data about Qatar were not included in these reports. In 2017, FIP developed a transformational roadmap of pharmaceutical workforce and education. One systematic framework component of the roadmap is the Pharmaceutical Workforce Development Goals (DG[w]s) that were released in late 2016 and subsequently incorporated into the more comprehensive Global Development Goals1 in 2020, encompassing not only workforce development, but additionally practice and pharmaceutical science development. This study aimed to evaluate the current situation of pharmacy workforce and education in Qatar in relation to the original 13 Pharmaceutical Workforce Development Goals (DG[w]s). The objective was to identify the gaps in pharmacy workforce and education and to recommend evidence-led strategies to be included in both the Ministry of Public Health and the Qatar University College of Pharmacy workforce development plans. Methods Three rounds of conventional Delphi technique were conducted with expert panels of key decision-makers in pharmacy practice from the College of Pharmacy at Qatar University and the Ministry of Public Health, utilizing the FIP’s self-assessment survey. Qualitative content analysis was used to analyze and prioritize the identified gaps from the collected data. DG[w] was considered “met” if all the provided indicators were achieved, “partially met” if at least one of the indicators were achieved, and “not met” if none of the indicators were achieved Results The lack of competency framework (DG[w]5), workforce data (DG[w]12), and workforce policy formation (DG[w]13) are three major gaps in the provision of pharmaceutical workforce and pharmacy education in Qatar, influencing other DG[w]s. These gaps need to be addressed by the formation of Qatar Pharmaceutical Association through which academic, practice, and policymaking sectors can work together in developing health workforce intelligence system. Conclusion The results indicated that DG[w]s are interrelated and a gap in one goal can negatively influence others. Results and recommendations of this research will facilitate the implementation of strategic plans across leading pharmacy sectors to meet health needs in Qatar and achieve the third pillar of the Qatar National Vision 2030.

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Is creative capital a function of sustainable development: Framework development and application

Journal of Cleaner Production ◽

10.1016/j.jclepro.2022.130526 ◽

2022 ◽

pp. 130526

Author(s):

Aneta Sokół ◽

Anna Mempel – Śnieżyk

Keyword(s):

Sustainable Development ◽

Development Framework ◽

Creative Capital ◽

Framework Development

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NHS education bosses tender £32k contract for pharmacy workforce development in genomics

The Pharmaceutical Journal ◽

10.1211/pj.2021.1.82715 ◽

2021 ◽

Keyword(s):

Workforce Development ◽

Pharmacy Workforce

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Parallel discourses with unparalleled effects: early years workforce development and professionalisation initiatives in Germany

International Journal of Early Years Education ◽

10.1080/09669760.2015.1074560 ◽

2015 ◽

Vol 23 (3) ◽

pp. 303-312 ◽

Cited By ~ 2

Author(s):

Pamela Oberhuemer

Keyword(s):

Workforce Development ◽

Early Years

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The development of competency frameworks in healthcare professions: a scoping review

10.1101/19003475 ◽

2019 ◽

Author(s):

Alan M. Batt ◽

Walter Tavares ◽

Brett Williams

Keyword(s):

Scoping Review ◽

Development Process ◽

Grey Literature ◽

Significant Degree ◽

Competency Framework ◽

Competency Frameworks ◽

Healthcare Profession ◽

Study Characteristics ◽

Healthcare Professions ◽

Framework Development

BackgroundCompetency frameworks serve various roles including outlining characteristics of a competent workforce, facilitating mobility, and analysing or assessing expertise. Given these roles and their relevance in the health professions, we sought to understand the methods and strategies used in the development of existing competency frameworks.MethodsWe applied the Arksey and O’Malley framework to undertake this scoping review. We searched six electronic databases (MEDLINE, CINAHL, PsycINFO, EMBASE, Scopus, and ERIC) and three grey literature sources (greylit.org, Trove and Google Scholar) using keywords related to competency frameworks. We screened studies for inclusion by title and abstract, and we included studies of any type that described the development of a competency framework in a healthcare profession. Two reviewers independently extracted data including study characteristics. Data synthesis was both quantitative and qualitative.ResultsAmong 5,710 citations, we selected 190 for analysis. The majority of studies were conducted in medicine and nursing professions. Literature reviews and group techniques were conducted in 116 studies each (61%), and 85 (45%) outlined some form of stakeholder deliberation. We observed a significant degree of diversity in methodological strategies, inconsistent adherence to existing guidance on the selection of methods, who was involved, and based on the variation we observed in timeframes, combination, function, application and reporting of methods and strategies, there is no apparent gold standard or standardised approach to competency framework development.ConclusionsWe observed significant variation within the conduct and reporting of the competency framework development process. While some variation can be expected given the differences across and within professions, our results suggest there is some difficulty in determining whether methods were fit-for-purpose, and therefore in making determinations regarding the appropriateness of the development process. This uncertainty may unwillingly create and legitimise uncertain or artificial outcomes. There is a need for improved guidance in the process for developing and reporting competency frameworks.

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Development and Validation of a New Competency Framework for Athletic Therapy in Canada

Athletic Training Education Journal ◽

10.4085/1947-380x-20-080 ◽

2021 ◽

Vol 16 (1) ◽

pp. 71-86

Author(s):

Mark R. Lafave ◽

Jeffrey M. Owen ◽

Breda Eubank ◽

Richard DeMont

Keyword(s):

Scoping Review ◽

Phase 1 ◽

Competency Framework ◽

Professional Organizations ◽

Common Language ◽

Phase 2 ◽

Phase 3 ◽

Competency Frameworks ◽

Athletic Therapy ◽

Framework Development

Context Competency-based education (CBE) is entrenched in educating health professionals in Canada. CBE is a framework that identifies desired performance characteristics in training competent, entry-level health professionals. Objective To update, develop, and validate a new Canadian Athletic Therapists Association (CATA) framework for athletic therapy education. Design Framework development occurred in 4 phases and was developed through a multistage process that involved a scoping review (phase 1) and consensus methodology (ie, a blending of modified Ebel and modified Delphi consensus methods; phases 2–4). Patients or Other Participants Phase 2: a total of 7 experts (program directors) from each Canadian accredited institution. Phase 3: a total of 14 experts (1 program director and educational expert from each accredited institution). Phase 4: a total of 7 experts (program directors) and 246 certified members of the CATA. Main Outcome Measure(s) Each phase consisted of a systematic process with 80% consensus agreement set a priori. In phase 1, a scoping review was conducted to identify common terminology that could be used to guide the framework development process and to identify competency frameworks used by other health professional organizations. Phase 2 consisted of adopting a common language that would serve to keep the expert group on the task at hand and avoid confusion. In phase 3, frameworks used by other health professional organizations were evaluated and used to determine the validity of the old CATA framework. In phase 4, the old CATA framework was updated and a new framework was developed and validated. Results In phase 1, the result of the scoping review yielded 368 papers, of which 5 were used to propose a common language for phase 2 and 9 highlighted competency frameworks used by other health professions for comparison in phase 3. In phase 3, the expert group voted unanimously to adopt and adapt the CanMEDS framework (ie, roles). In phase 4, the new CATA competency framework was validated, and most competencies achieved consensus. Competencies that did not achieve consensus in the first round of voting underwent face-to-face discussions via videoconferencing. After discussions, the remaining competencies were revised, and all newly worded competencies achieved consensus. Conclusions The resultant framework was validated, and most competencies achieved consensus. The new athletic therapy competency framework outlines the 165 competencies resulting from this methodical process and will hopefully facilitate interdisciplinary communication and practice.

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Alternatives to principal components analysis to derive asset-based indices to measure socio-economic position in low- and middle-income countries: the case for multiple correspondence analysis

International Journal of Epidemiology ◽

10.1093/ije/dys122 ◽

2012 ◽

Vol 41 (4) ◽

pp. 1207-1208 ◽

Cited By ~ 34

Author(s):

P. Traissac ◽

Y. Martin-Prevel

Keyword(s):

Principal Components Analysis ◽

Correspondence Analysis ◽

Principal Components ◽

Multiple Correspondence Analysis ◽

Middle Income ◽

Middle Income Countries ◽

Components Analysis ◽

Economic Position ◽

Low And Middle Income

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Undergraduate Nursing Curriculum Content Focuses on Emerging Issues that Influence Health

Advances in Psychology, Mental Health, and Behavioral Studies - Workforce Development Theory and Practice in the Mental Health Sector ◽

10.4018/978-1-5225-1874-7.ch009 ◽

2016 ◽

pp. 182-199

Author(s):

Helen Mary Bingham

Keyword(s):

Mental Health ◽

Workforce Development ◽

Undergraduate Education ◽

Well Being ◽

Early Years ◽

Nursing Curriculum ◽

Undergraduate Nursing ◽

Close Relationship ◽

Emerging Issues ◽

Health And Well Being

Undergraduate education content could hold the key to nursing workforce development. A professional's attitudes and beliefs are developed during these years, along with the ability to use knowledge and skills to promote mental health and well-being, and work with people experiencing mental health and addiction issues. Historically undergraduate education has targeted the support of illness as opposed to developing and supporting health and well-being. In the past decade research shows there is a close relationship between mental illness and addiction with physical health and early brain development. This chapter explores how the Modern Apprenticeship nursing curriculum prepares undergraduate nurses to critically think about a person or family's health at every encounter using a biopsychosocial framework by understanding that all of health is connected and the development of the brain in the early years is key to health and well-being.

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