Learning Theory-Driven Tips for Designing Effective Learning Solutions for the Continuous Education of Community Pharmacists to Enhance Patient-Centered Care—A Qualitative Study
Abstract
:1. Introduction
2. Materials and Methods
2.1. Researchers’ Characteristics
2.2. Study Design
2.3. Data Processing and Analysis
2.4. Ethical Issues
3. Results
3.1. Theme 1: Relevance of the Topic for Pharmacist’s Work
“I noticed that the most willingly attended [...] are lectures on these basic diseases, namely chronic diseases, diabetes, hypertension, heart disease, asthma. This is what is important to us in our practice in pharmacy.”PH5
“I think it would be very cool to have more dermatology courses. Because there is very little of it during the studies, I think it is not enough, and yet patients come to the pharmacy, showing something and asking what it is.”PH8
“For example, I like courses on cosmetics very much, but this is because I am a woman and our patients are also interested in this subject since we have a well-developed dermo-cosmetics department. Patients ask about it, and without these courses, it would be difficult to systematize this knowledge on your own, to advise them logically somehow.”PH6
“I remember well a diabetology course about a new drug entering the market. [...] it was a very, very important training because here in the pharmacy, we dispense a lot of this drug, and I had to train myself in this direction so that I could tell the patient something about it. […] And this course was really helpful for me.”PH4
“We all lack such practical knowledge in the use of medical equipment. There is still not enough of that. It is also an area that is developing. There is new equipment, some new improvements in this equipment, in inhalers, in glucometers. [...] We have little to do with a diabetic patient here, but patients are asking questions.”PH9
“First aid was also such a reminder because you remember most things. But an important reminder, after all, if you do not save a person on a daily basis, then it is really worth repeating. Especially in a pharmacy, it does not often happen that someone here faints, but it can happen, and you have to be prepared for such a situation.”PH8
“Unfortunately, the professor conducted the course as if it was for doctors. I didn’t learn much from it. I didn’t understand too much, not even what it was about. He went too deep into details about orthopedics. As pharmacists, we did not necessarily even know what he was talking about [..] it was not strictly for a pharmacist—a typical training for a physician.”PH4
3.2. Theme 2: Practice-Oriented Form and Content
“It’s hard for me to say, for sure, it should not be a form of a lecture because, at some point, everything will run away somewhere. More multimedia or demonstration forms, related to seeing something—it is certainly much more interesting than pure listening and sitting at the lecture.”PH4
“Course in the form of slides, but the lecturer had samples/testers of all the products she talked about. We could touch, smell, and smear—this is also very important.”PH1
“First aid—organized by trained paramedics was very interesting, with phantoms, there were a lot of practical classes, it was not only listening or watching slides but actually made you actively participate in these classes.”PH9
“For me, it is very important to have already communicated at the entrance that for this stage you have an outline, you should use it here, you can make additional notes, the place for notes is also crucial. Because you know, it later runs out of your head, so you can look something out.”PH8
“The lecturer was superbly prepared, and with remarkable ability to conduct the course in a very understandable way, the presentation was concrete without unnecessary details. She also did not use such a very professional language, but the one we use when talking to a patient, understandable to the patient—I also think it is important [...]. She made sure that it was in a form that we can immediately pass on to the patient.”PH1
“I value people who have a lot of knowledge and experience and, in addition to some general knowledge, can point something out, maybe not simply, but specifically—give specific tips. […] I attended several such courses that there was a lecture on the principles of therapy in general, and then a doctor or associate professor said: when a patient comes, do that—he described patterns and procedures. It is great facilitation. It facilitates the work because it clearly shows the proper patient management in the pharmacy.”PH3
“For me, lectures conducted by doctors or clinical pharmacists are more interesting. Those who have practical contact with the patient, not theoretical. […] They talk about anonymous patients, but these are real cases.”PH5
“[The worst training] was conducted by this, certainly experienced [sneeringly], professor, it was about herbal medicine. But it didn’t add anything new. It was conducted as I would just read a herbal medicine textbook. It did not bring anything new. I might as well have stayed home and read an old book.”PH1
“Poor-quality courses are when only data on a given topic are presented. Maybe not the subject of the training itself, but the knowledge contained in it did not simply translate into practice. [...] Good online courses are the ones from which a lot can be taken and applied in practice, in our everyday work.”PH7
3.3. Theme 3: Participants’ Experience as a Foundation for Learning
“If we have dermo-cosmetics, there aren’t many of these courses. I think that there should be more of them because this influences what we can recommend as there are many dermo-cosmetics. Honestly speaking, I know a lot about them, but not as much as I would like to.”PH8
“It often happens that even though I am a pharmacist with many years of experience and the topic seems familiar, sometimes I hear something that I will say to myself: for this one sentence, for this one message, it was worth coming.”PH1
“Recently, I was at interesting courses, where either preparations were given, and it was necessary to conclude a diagnosis, what it could possibly be, or there was a diagnosis, and it was necessary to choose drugs, and these were also prescription preparations, but if you work for some time, you know these prescription sets, and you can deduce the disease from that.”PH5
“If someone has a specific experience, they pass it on, and I add it to my experience. And I can also convey this [my experience] on certain groups of drugs.”PH5
“The worst course was also a lecture, but it was really boring—just sitting and listening [...] The subject would be interesting, but the professor approached us as if we were children from kindergarten. Apart from that, not everyone has to know about these herbs well, right? Not everyone has to remember them after these 20 years—that’s why you come to courses to remember some things. But really, professor, we were very, very disappointed with this way of approaching us.”PH2
3.4. Theme 4: Risks Associated with Commercial Initiatives
“It was always said [...] that these so-called commercial courses, sponsored, for example, by producers, have such an unappealing subtext that they are organized so that pharmacists recommend drugs from this company [...] But I do not see this as a problem. Of course, the message is that they recommend or present their offer, but then it is up to the pharmacist at work to decide whether they can evaluate this offer and the offer of another manufacturer and what they will recommend to the patient.”PH3
“I poorly rate one [commercial course], but that’s because it was strongly encouraged to sell a given product. You know—[as the lecturer] you can tell [about the product], you can encourage. I am more encouraged if someone tells me something about this product sensibly, then I know that I can recommend it, but not in such a way that I am being forced to sell this product because it is distasteful, non-ethical, and it should not be that way.”PH8
“Although I really appreciate the professor [the lecturer], sometimes, I don’t know where it comes from, or sponsorship, anyway sometimes he conducts these courses as if the pharmacist was only a seller and should only offer drugs from a specific shelf and specific company.”PH5
3.5. Theme 5: Sources of Motivation
“I did not verify that [whether the Chamber awards points] […] For me, the knowledge I will acquire there is more important. So not always, or even rarely, I go to the course because it is associated with points, but because it is a requirement—it is a nice addition.”PH1
“This is strictly collecting points, but I still think it should be. Good that it is. It’s good that it is required because the pharmaceutical market and the sciences related to it are constantly developing—we should not be left behind.”PH6
“We can convey this to patients, that we are training, we are more professional, so I believe that this is the main advantage of this training.”PH4
“Courses are self-development in general, for yourself—as a desire to develop your interests. But there are also many benefits for patients, mainly in the process of selecting specific drugs for them [the patients], choosing newer and better ones with fewer side effects.”PH5
“I am also interested in the latest achievements and new approach to certain drugs […] maybe it is due to my age and my … maybe not ailments, but in my family, for example, I have people with heart and circulatory system diseases who struggle with too high cholesterol. It also applies to me a bit because I think I am genetically burdened. That is why I am interested in the use of these natural preparations or dietary supplements, or the principles of a diet in general that will lower cholesterol.”PH3
“I am from this older generation of pharmacists, because I have been working for 20 years, more than 25 years, so for me, it fulfills two functions—one—meeting with friends, as we rarely see each other after many years because everyone in their own, by the way, many of my generation’s girls, have their own pharmacies. So one, these social meetings apart from such scientific aspects and two, it forces us to learn.”PH2
“There is one more oversight in this continuous training. If we are not the pharmacy managers, there is no consequence if we will not collect that number of points. Only if we wanted to be a manager, we would not get a warranty from the Pharmacy Chamber, and there is no other system of penalties if we will not collect [the points].”PH2
3.6. Theme 6: Barriers to Participation
“They [the courses] are very long. Often, when there are more difficult topics, it takes the whole day, for example, and in fact, it is devoting your own free time. And for me, it is a difficulty. Since the specificity of work is that we work from Monday to Sunday, generating an entire Saturday, for example, is difficult for us. […] If we go to OHS training, which we are obliged to do because of our work, we have it written in a schedule, and we do it as part of our work. Why could not such continuous training be written [in a schedule]? In most pharmacies, it is done in private time.”PH6
“Recently, I participated in the course. It was all Sunday, from the registration at 8:30 a.m. until 7:00 p.m.—it was the whole Sunday, and I was at work the whole week before. I was also at work the previous weekend. Even though I do not participate in it somehow actively, I feel tired.”PH9
“Access to the courses […] because, for example, they very often collide with working hours, so it would be nice if they introduced for it to be within working hours [...].”PH10
“Difficulties, that is, I have a car, so there is no problem with getting there. But some of my friends have a problem if it is outside the city center.”PH2
“Some trivial ones that I can’t, for example, change the schedule at work or financial ones—unfortunately, more interesting courses are also paid, for example, run by specialists.”PH5
“To be honest, I (and I think that most people) choose free courses. There used to be no such choice because they [the courses] were rather paid. At the moment I go where it is free. I think I also have the privilege of living in a large academic center. I don’t have to go anywhere, I don’t have to pay for a hotel, as many of my friends do. [...] Perhaps it would be good to organize such meetings in smaller towns, which would facilitate the participation of people from small towns, from towns further away from academic centers. [...] The Internet here comes under the roof, so it goes to everyone, it is actually a solution, and I also think the future.”PH9
“[…] But when we have online courses, we can often choose whatever we want. I do not see any obstacle.”PH1
“The form suits me here, especially since I usually do these online courses. Well, let’s face it, this is the most convenient form.”PH4
“Unfortunately, there are fewer of these courses at the moment, and they mainly refer to these online courses, but for me, direct contact is better. At the moment, I must honestly say that I miss it.”PH3
4. Discussion
4.1. Tip 1. Consider the Educational Needs and Motivations of Potential Participants
4.2. Tip 2. Precisely Define and Communicate the Educational Goals to Potential Recipients
4.3. Tip 3. Adapt the Content and Educational Methods to Previously Defined Learning Outcomes
4.4. Tip 4. Keep the Course Practice-Oriented and Avoid Content-Overload
4.5. Tip 5. Respect and Utilize Learners’ Experience
4.6. Tip 6. Choose the Lecturers Who Will Be an Authority for the Learners
4.7. Tip 7. Ensure a Safe Space for the Interactions between Participants
4.8. Tip 8. Provide Participants with Reliable Educational Materials
4.9. Tip 9. Avoid Extensive Product Promotion
4.10. Tip 10. Take Steps to Evaluate the Course on Different Levels
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Participants’ Code | Age Range [years] | Gender | Specialization |
---|---|---|---|
PH1 | 50–60 | female | no |
PH2 | 60–70 | female | no |
PH3 | 50–60 | female | yes |
PH4 | 20–30 | female | no |
PH5 | 50–60 | female | yes |
PH6 | 20–30 | female | no |
PH7 | 30–40 | male | no |
PH8 | 20–30 | female | no |
PH9 | 50–60 | female | no |
PH10 | 20–30 | female | no |
Topics with Questions Covered by the Interview Guide |
---|
1. Opinion on the need for continuous training of pharmacists (opening question)
|
Theme | Threads Raised by Respondents | Number of Respondents |
---|---|---|
THEME 1: Relevance of the topic for pharmacist’s work | Addressing issues relevant in work | 8 |
Preparation for the specificity of contemporary professional duties of pharmacists | 5 | |
Filling the educational gaps or covering novelties introduced to the market | 4 | |
Presented topic and content tailored to the pharmacists’ profession | 3 | |
Freedom to choose a topic consistent with one’s interests | 2 | |
THEME 2: Practice-oriented form and content | Willingness to participate in activating exercises | 6 |
Implementation of experiential training methods | 5 | |
Diversified forms should be introduced as continuing training | 3 | |
Access to educational material from the course | 1 | |
Practice-oriented assessment at the end | 1 | |
Providing specific solutions based on lecturers’ experience | 7 | |
Conducted by practitioners—authority not always arising from academic degree | 5 | |
Analysis of cases—based on lecturer’s experience | 3 | |
Good teaching skills of lecturers | 5 | |
Provision of knowledge that can also be easily transferred to the patient | 7 | |
Organizing and structuring knowledge regarding complicated topics | 4 | |
THEME 3: Participants’ experience as a foundation for learning | Emphasizing own experience | 4 |
Expressing need for respecting the participants’ experience | 2 | |
Disappointment from their experience being undermined | 1 | |
Creating space for interaction with other participants’experience exchange | 3 | |
THEME 4: Risks associated with commercial initiatives | Unfavorable attitudes towards extensively product-oriented courses | 3 |
Reduced satisfaction from a pharmacist being treated only as a salesman | 1 | |
Noticing positive aspects of commercial courses | 3 | |
THEME 5: Sources of motivation | Pharmaceutical Chamber points, obtaining manager’s warranty | 4 |
Building professionalism | 3 | |
Being up-to-date information on products/guidelines | 5 | |
Possibility to better help patients | 6 | |
Broadening the horizons | 4 | |
Catching mistakes in one’s own knowledge/practice and correcting them | 2 | |
Strengthening self-esteem | 3 | |
Building relationships with other representatives of the pharmaceutical community | 1 | |
Knowledge for own needs (personal/family) | 5 | |
THEME 6: Barriers to participation | Task hierarchy (other important duties) | 4 |
Necessity to sacrifice private time | 6 | |
Solution’Participants expressing need for possibility for self-development within working time | 4 | |
Proximity to academic centers or training units | 3 | |
Associated financial costs | 4 | |
Long duration time of some courses | 5 |
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Cerbin-Koczorowska, M.; Przymuszała, P.; Fabianowska, S.; Gałązka, N.; Zielińska-Tomczak, Ł. Learning Theory-Driven Tips for Designing Effective Learning Solutions for the Continuous Education of Community Pharmacists to Enhance Patient-Centered Care—A Qualitative Study. Healthcare 2022, 10, 1167. https://doi.org/10.3390/healthcare10071167
Cerbin-Koczorowska M, Przymuszała P, Fabianowska S, Gałązka N, Zielińska-Tomczak Ł. Learning Theory-Driven Tips for Designing Effective Learning Solutions for the Continuous Education of Community Pharmacists to Enhance Patient-Centered Care—A Qualitative Study. Healthcare. 2022; 10(7):1167. https://doi.org/10.3390/healthcare10071167
Chicago/Turabian StyleCerbin-Koczorowska, Magdalena, Piotr Przymuszała, Sandra Fabianowska, Natalia Gałązka, and Łucja Zielińska-Tomczak. 2022. "Learning Theory-Driven Tips for Designing Effective Learning Solutions for the Continuous Education of Community Pharmacists to Enhance Patient-Centered Care—A Qualitative Study" Healthcare 10, no. 7: 1167. https://doi.org/10.3390/healthcare10071167