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PubMed · 10277528

A perspective on pharmacy training and practice.

V Patterson
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Abstract

The role of the pharmacist is expanding. Pharmacists are being employed now as drug information sources. Physicians are using pharmacists to aid in the proper dosing of aminoglycosides and chemotherapy agents. Many physicians inquire about the proper method to prescribe certain drugs. Nurses and other health personnel rely on the pharmacist to help in special areas of treatment, such as code blue services or patient counseling. As advances in medical treatments are made, each health professional must accept his or her increased responsibility to work with other health professionals to offer the most current and precise medical therapy available. I believe the profession of pharmacy will accept this increased responsibility to serve those in need.

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Education, PharmacyHospital Bed Capacity, 300 to 499Internship, NonmedicalLicensure, PharmacyOhioPharmacy Service, HospitalRoleJournal Article

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V Patterson. 1986. A perspective on pharmacy training and practice.. https://pubmed.ncbi.nlm.nih.gov/10277528/

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Identifying stakeholder behaviors for competency-based pharmacy education: A stage 1 behavior change wheel analysis.

INTRODUCTION/OBJECTIVES: Competency-Based Pharmacy Education (CBPE) is a strategic priority for preparing graduates to meet evolving healthcare needs. However, efforts to implement CBPE can stall due to behavioral challenges among faculty, administrators, preceptors, and learners. This study aimed to apply Stage 1 of the Behavior Change Wheel (BCW) to identify stakeholder-specific behaviors and associated determinants needed to implement the five core components of CBPE. METHODS: A multi-method approach grounded in the BCW, the Capability, Opportunity, Motivation - Behavior (COM-B) model, and the Theoretical Domains Framework (TDF) was used. Data were gathered through (1) targeted literature review; (2) structured focus groups with competency-based education experts and pharmacy education stakeholders; and (3) an iterative consensus process. Behaviors were mapped to the five CBPE components: (1) defined competencies, (2) developmental progression, (3) tailored instruction, (4) authentic experiential learning, and (5) programmatic assessment, and then mapped to COM-B and TDF constructs. RESULTS: Over fifty stakeholder-specific behaviors were identified and specified across the CBPE framework. This revealed shared barriers such as limited instructional design knowledge (psychological capability), insufficient assessment of infrastructure (physical opportunity), and misaligned professional identity (reflective motivation). Key TDF domains included knowledge, environmental context, beliefs about capabilities, and professional roles. The behavioral problem statements, specifications, and determinants were identified to support future intervention planning. CONCLUSION: This Stage 1 analysis provides a behaviorally grounded foundation for CBPE implementation by identifying stakeholder behaviors and conditions that enable change. These findings will inform the development of readiness-to-change assessments and targeted interventions (BCW Stages 2 and 3), supporting scalable and sustainable CBPE transformation in pharmacy education.

Education, Pharmacy↗