Next Article in Journal
“Addiction Pharmacy” and the Professionalization Process: Technology-Enhanced Assessment of Reflective Practice and Teamwork
Previous Article in Journal
From Workshop to E-Learning: Using Technology-Enhanced “Intermediate Concept Measures” As a Framework for Pharmacy Ethics Education and Assessment
Open AccessReview

The Production of a Framework of Competences for Pharmacy Practice in the European Union

Pharmacology Department, Lorraine University, Pharmacolor Consultants Nancy (PCN), 12 rue de Versigny, Villers 54600, France
Past-president, European Association of Faculties of Pharmacy (EAFP), Vrije Universiteit Brussel (VUB), Laarbeeklaan 103, Brussels 1090, Belgium
Faculty of Pharmacy, University of Granada (UGR), Campus Universitario de la Cartuja s/n, Granada 18701, Spain
School of Pharmacy, National and Kapodistrian University Athens, (University of Athens), Panepistimiou 30, Athens 10679, Greece
Pharmacy Faculty, University of Tartu (UT), Nooruse 1, Tartu 50411, Estonia
Pharmacy Faculty, University of Helsinki (UH), Yliopistonkatu 4, P.O. Box 33-4, Helsinki 00014, Finland
Faculty of Pharmacy, University of Ljubljana, Askerceva cesta 7, Ljubljana 1000, Slovenia
Pharmacy Faculty, Jagiellonian University (University of Cracow), UL, Golebia 24, Krakow 31-007, Poland
Pharmacy Faculty, University of Medicine and Pharmacy "Carol Davila" Bucharest (UMFCD-B), Dionisie Lupu 37, Bucharest 020021, Romania
Faculty of Pharmacy, Université de Lille 2 (UL), Lille 59000, France
School of Life and Health Sciences, Aston University (AU), Birmingham, B4 7ET, UK
Author to whom correspondence should be addressed.
Bart Rombaut passed away in January 2014. This article is dedicated to his memory.
Pharmacy 2014, 2(2), 161-174;
Received: 18 March 2014 / Revised: 22 April 2014 / Accepted: 23 April 2014 / Published: 9 May 2014
The goal of the PHAR-QA (quality assurance in European pharmacy education and training) project is the production of a European framework for a quality assurance system based on competences for pharmacy practice. The PHAR-QA framework will be European, consultative and will encompass the various aspects of pharmacy practice. In this review, we describe the methodology to be used in the project and the first stage in the development of this framework. Using the proposals for competences produced by our previous PHARMINE (Pharmacy education in Europe) project, together with those of other sources, three university professors of pharmacy (Authors 2 through 4) produced a list of three major competency domains that reflect the activities of practitioners: Patient Care Competences, Personal Competences and Management and Organizational Structure Competences. Each domain was subdivided into nine, nine and eight competencies, respectively, for a total of 27 major competencies that were further subdivided into an average of five supporting competences per major competence, giving a total of 140 proposals for competences for pharmacy practice. The 27 and 140 proposals were ranked by an expert panel of seven university professors of pharmacy (Authors 5 through 11). The panel also commented on the proposed competences. On the basis of the ranks and comments, a list of 68 proposals for competences was produced. This list was then examined by the expert panel and a new version based on their comments produced. The latter process was repeated twice based on Delphi methodology. This review presents this process and the 68 proposals. We invite the pharmacy community to participate in the second stage of the elaboration of the PHAR-QA competence framework for pharmacy practice by ranking the proposals and adding comments. It is anticipated that this survey will stimulate a productive discussion on pharmacy education and practice by the various stakeholders (department staff and students, community, hospital and industrial pharmacists, as well as pharmacists working in clinical biology and other branches, together with representatives of chambers and associations). View Full-Text
Keywords: pharmacy; education; quality assurance; competences pharmacy; education; quality assurance; competences
Show Figures

Figure 1

MDPI and ACS Style

Atkinson, J.; Rombaut, B.; Pozo, A.S.; Rekkas, D.; Veski, P.; Hirvonen, J.; Bozic, B.; Skowron, A.; Mircioiu, C.; Marcincal, A.; Wilson, K. The Production of a Framework of Competences for Pharmacy Practice in the European Union. Pharmacy 2014, 2, 161-174.

Show more citation formats Show less citations formats

Article Access Map by Country/Region

Only visits after 24 November 2015 are recorded.
Search more from Scilit
Back to TopTop