7. 14 11 26e traineeship in pharmacy education in · pdf filepharmaceutical group of european...

PGEU GPUE! Pharmaceutical Group of European Union!Groupement Pharmaceutique de l’Union Européenne!

PHARMACY TRAINEESHIP

John Chave


Austria Belgium Bulgaria Croa4a Cyprus Czech Rep Denmark Estonia Finland France Germany Greece Hungary Ireland Italy Luxembourg Malta

Netherlands Poland Portugal Romania Slovakia Slovenia Spain Sweden United Kingdom Bosnia Herzegovina Kosovo FYR Macedonia Norway Serbia Switzerland Turkey Ukraine

Pharmaceu5cal Group of European Union Members: Professional Bodies & Pharmacists’ Associa8ons

2013: 34 Countries


Minimum Requirements

Minimum pharmacists traineeship requirements are established In the RPQ Direc4ve:

§  The RPQ Direc4ve establishes a minimum of six months traineeship during the undergraduate studies;

§  Traineeship must be undertaken in a community pharmacy seXng or in a hospital pharmacy.


How Important is the Traineeship? §  Most pharmacy undergraduate courses in Europe are

orientated toward ‘hard’ sciences with limited emphasis on prac4cal skills (for example, communica4on);

§  Theore4cal educa4on is considered by many to be part of the ‘university character’ of pharmacy educa4on (note RPQ Direc4ve in this respect);

§  In our view the traineeship is a necessary prepara5on for interac5on with pa5ents and is thus in5mately related to the public health mission of the profession.


General Points About Pharmacy Training

§  A number of countries go beyond the minimum six months e.g. France, Ireland, Germany, Greece, Sweden and UK;

§  Traineeship is mainly in community pharmacy(58%) with 26% in hospital and 16% in industrial seXngs;

§  Traineeship is mainly in the fieh year (74%) but some countries such as Finland, France, Germany, Hungary and Malta start traineeship early -‐ in the first or second year (this was an issue during the re-‐cast of the Direc4ve);


General Points About Pharmacy Training §  There are diverse approaches to supervision, monitoring,

content and assessment;

§  In some countries there is no prescribed content or formal supervision /assessment mechanism;

§  Structure may be a more important factor than dura4on;

§  In some countries the traineeship is paid, but not all.

§  As a general observa4on, supervision, monitoring, content and assessment are beier organised and structured in those countries with a stronger tradi4on of prac4ce regula4on (e.g. UK and France).


Structure of Traineeship Case Study UK (1)

§  Dura4on: 12 months

§  Usually en8rely in community or en8rely in hospital seXng, with very few places for “split” (6 months each) community-‐hospital, hospital-‐industry etc

§  On the job training and mentoring

§  Some employers also offer structured training (e.g. prac4ce exams, workshops, seminars, role-‐play etc)

§  Regulator sets na8onal syllabus


Structure of Traineeship Case Study :UK (2)

§  3 reviews with tutor (at 13th, 26th and 52nd weeks, checked by regulator)

§  Need to meet 76 performance standards (and document evidence)

§  Tutor must “sign you off” that they believe you are competent at the end of the year

§  Must sit and pass final registra8on exam (one open book, one closed, part calcula4ons with no calculator – pass mark for calcula4ons = 70%)


Supervision – Case Study from France §  Formally organised under a Pharmacist’s supervision;

§  Evalua4on done by University together with the supervisor; §  Supervisor needs to be accredited by the faculty aeer

recommenda4on from the Regional Order;

§  Accredita4on lasts 5 years and need to be reassessed subsequently;

§  Supervisor needs to sign the charter of commitment etsablished by the Na4onal Order

§  There is a guide on good supervisors…


Mobility and Traineeship §  Member States are obliged to recognise professional

traineeship in another member state (see Direc4ve). However, it is rare for pharmacists to undertake traineeship in another Member State;

§  Some countries impose restric4ons (ie Malta and France only allow part of traineeship to be spent in another Member State). In some cases students (e.g. Netherlands) report difficul4es in undertaking a traineeship in another Member State;

§  Language is a possible impediment for ‘pa4ent facing’ pharmacy prac4ce.


Some Conclusions §  The Direc4ve sets down the basic framework, but approaches

to key elements of training differ significantly across Europe;

§  Traineeship is an essen4al, non-‐subs4tutable element in pharmacy educa4on, and closely linked to the health professional mission;

§  Mandatory CPD for pharmacists (as for other health professionals) is rela4vely limited in Europe – ‘learning on the job’ is essen4al to personal professional development;

§  In pharmacy there is some (growing) support for emphasising prac4cal and competency based training over more tradi4onal theore4cal approaches, although this is by no means accepted by all.


THANK YOU www.pgeu.eu

7. 14 11 26e traineeship in pharmacy education in · pdf filepharmaceutical group of european...

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