背景:在各种收入水平不同的国家之间的动态药学领域,药剂师在将新兴的科学知识整合到他们的实践中,同时适应不断发展的治疗干预措施和扩大服务提供责任方面发挥着关键作用。终身学习(LLL)是通过继续专业教育(CPE)和持续专业发展(CPD)培养的,不可或缺的组成部分,确保持续的专业能力和提高患者护理质量。全球景观见证了针对药剂师学习需求和偏好的各种LLL活动。本范围审查映射和综合了关于CPE/CPD模型的现有知识的全面全球视角,法定要求,和药剂师对LLL活动的偏好。
目的:全面调查药剂师CPE/CPD的全球模式,并研究管理药剂师注册和执照的法定要求。
方法:PubMed的文献检索,谷歌学者,WebofScience,夸祖鲁-纳塔尔大学图书馆搜索引擎在2012年1月至2023年2月之间进行了研究。文章选择和报告遵循PRISMA(系统评论和荟萃分析的首选报告项目)指南的建议。这些文章是根据各自国家的收入水平制成表格的,采用继续教育模式,特定国家的法定要求,和药剂师对LLL活动的偏好。
结果:在通过数据库搜索确定的最初3974种出版物中,24项研究符合审查标准。大多数文章来自高收入国家(HIC)(14/24,58.3%),大多数采用强制性CPD积分制(21/24,87.5%)。然而,在一些HIC和中高收入国家(UMICs),CPE/CPD是非强制性的。虽然大多数国家(19/24,79.2%)提供各种LLL格式,药剂师的偏好仍然主要是面对面学习(13/24,54.2%).然而,在一些研究中提到了工作场所学习(3/24,12.5%)和混合学习(7/24,29.1%)。
结论:CPE/CPD的各种模型以及法定要求在全球范围内持续存在并不断发展,由不同的实施经验塑造。HIC在CPD模型中领先,而低收入和中等收入国家(LMICs)和低收入国家(LICs)的实施需要进一步探索包容性和有效性。一些UMIC正在启动或处于实施CPD模型的早期阶段。LLL活动的结构化计划越来越成为药剂师执照的全球要求。药学实践在开发医疗保健系统方面的基本进展需要强制性的CPD模型。持续的研究对于加强实施至关重要,使CPD模型与不断发展的制药行业需求保持一致和统一。
BACKGROUND: In the dynamic field of pharmacy amongst a diverse array of countries with disparate income levels, pharmacists play a pivotal role in integrating emerging scientific knowledge into their practice while adapting to evolving therapeutic interventions and expanding service delivery responsibilities. Lifelong Learning (LLL) is cultivated through continuing professional education (CPE) and continuing professional development (CPD), indispensable components ensuring sustained professional competence and heightened patient care quality. The global landscape witnesses diverse LLL activities tailored to pharmacists\' learning needs and preferences. This scoping review maps and synthesises a comprehensive global perspective on the existing knowledge regarding CPE/CPD models, statutory requirements, and pharmacists\' preferences for LLL activities.
OBJECTIVE: To comprehensively investigate global models of CPE/CPD for pharmacists\' and examine the statutory requirements governing pharmacists\' registration and licensure.
METHODS: A literature search of PubMed, Google Scholar, Web of Science, and the University of KwaZulu-Natal library search engine was undertaken for studies between January 2012 and February 2023. The article selection and reporting followed the recommendations made by PRISMA (Preferred Reporting Items of Systematic Reviews and Meta-Analyses) guidelines. The articles were tabulated based on their respective country\'s income level, continuing education models employed, country-specific statutory requirements, and pharmacists\' preferences for LLL activities.
RESULTS: Of the initial 3974 publications identified through the database search, 24 studies met the review criteria. The majority of the articles originated from high-income countries (HICs) (14/24, 58.3%), and most employed the mandatory CPD points system (21/24, 87.5%). However, in some HICs and upper-middle income countries (UMICs), the CPE/CPD is non-mandatory. While most countries (19/24, 79.2%) offer various LLL formats, the preference of pharmacists remains primarily face-to-face learning (13/24, 54.2%). However, workplace learning (3/24, 12.5%) and blended learning (7/24, 29.1%) are mentioned in some studies.
CONCLUSIONS: Diverse models of CPE/CPD alongside statutory requirements persist globally and evolve, shaped by varied implementation experiences. HICs lead in CPD models, while the implementation in low- and middle-income countries (LMICs) and low-income countries (LICs) requires further exploration for inclusivity and effectiveness. A few UMICs are either initiating or in early stages of implementing the CPD models. Structured planning for LLL activities is increasingly a global requirement for pharmacists\' licensure. The essential progression of pharmacy practice in developing healthcare systems necessitates a mandatory CPD model. Ongoing research is crucial to fortify the implementation, align and unify the CPD model with evolving pharmacy profession needs.