Open AccessExploring the role of clinical self‐audits as a professional development tool
Author(s) -
Newby David,
Robertson Jane,
Higgins Gwen
Publication year - 2008
Publication title -
international journal of pharmacy practice
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.42
H-Index - 37
eISSN - 2042-7174
pISSN - 0961-7671
DOI - 10.1211/ijpp.16.6.0009
Subject(s) - audit , medicine , continuing professional development , promotion (chess) , professional development , continuing education , nursing , focus group , medical education , work (physics) , variety (cybernetics) , management , political science , mechanical engineering , business , marketing , artificial intelligence , politics , computer science , law , economics , engineering
Aims and objectives To explore the knowledge, attitudes and practices of pharmacists towards continuing education and continuing professional development (CPD) in general and clinical self‐audits specifically as a CPD tool. Setting Newcastle, New South Wales, Australia. Method Two focus groups were used, involving 22 hospital and community pharmacists, with a range of professional experience. The focus groups explored the barriers and enablers to participating in continuing education and professional development activities, and clinical self‐audits in particular. Key findings Participants indicated support for CPD, although sometimes found it difficult to distinguish between CPD and continuing education. Not all pharmacists supported CPD being compulsory for continuing registration. The barriers to involvement in educational activities included time, cost and lack of locums. The main barriers to involvement in clinical self‐audits were lack of time, and a lack of awareness of what they involved. Once explained, there was support for the concept of clinical self‐audits as a professional development tool. Conclusion Pharmacists want professional development activities suitable for the variety of practice settings in which they now work. Clinical self‐audits appear to address many of the limitations of current educational activities, being practice‐focused, flexible, able to be accommodated within working routines and available at low cost. However, better promotion and increased exposure to them is required to improve their uptake.