Table 3 Summary of the responses of the indicators in each goal among the professional development cluster
DG[w] 4. Advanced and specialist expert development: Education and training infrastructures in place for the recognized advancement of the pharmaceutical workforce as a basis for enhancing patient care and health system deliverables | ||
|---|---|---|
Indicator | Participants’ consensus about the indicator achievement status | Assessment of the indicators |
Need for a common and shared understanding of what is meant by “specialization” and “advanced practice” in the context of scope of practice and the responsible use of medicines | CPD* programs aim to advance the level of the pharmaceutical workforce. However, there is no common and shared understanding of specialization and advanced practice | Not achieved |
Ensure competency and capability of an advanced and expert pharmacist in all sectors for greater optimization of complex pharmaceutical patient care. This may now include prescribing roles within a recognized scope of practice | The State of Qatar requires all licensed healthcare practitioners including Pharmacists to participate in CPD* activities according to the policies and regulations established by the QCHP** Accreditation Department | Achieved |
Systematic use of professional recognition programs/systems as markers for advancement and specialization across the workforce, including advanced pharmaceutical scientists | No professional recognition systems are used as markers for advancement across the workforce | Not achieved |
Overall goal status | Partially met | |
|---|---|---|
DG[w] 5. Competency development: Clear and accessible developmental frameworks describing competencies and scope of practice for all stages of professional careers. This should include leadership development frameworks for the pharmaceutical workforce | ||
Indicator | Participants’ consensus about the indicator achievement status | Assessment of indicators |
Use of evidence-based developmental frameworks to support the translation of pharmaceutical science within scope of practice, across all settings and according to local/national needs | Such evidence-based development frameworks are not existed | Not achieved |
Support professional career development by using tools, such as competency frameworks, describing competencies and behaviors across all settings | There are competencies in the clinical and ethical domains for entry to pharmacy practice. However, it is not a framework for all professional careers’ stages | Not achieved |
Evidence of clear policy that links leadership development (from early years) with competence attainment for the advancement of practice activities | No such evidences exist at the present time | Not achieved |
Overall goal status | Not met | |
|---|---|---|
DG[w] 6. Leadership development: Strategies and programs in place that develop professional leadership skills (including clinical and executive leadership) for all stages of career development, including pharmaceutical sciences and initial education and training | ||
Indicator | Participants’ consensus about the indicator achievement status | Assessment of indicators |
Creation of programs/strategies for the development of leadership skills (including tools and mentoring systems), to support pharmacists and pharmaceutical scientists through their careers | Programs for leadership development are offered and encouraged to attend for pharmacists and pharmaceutical scientists to support them in their careers | Achieved |
Advocacy for leadership development in healthcare teams, linked to collaborative working activities | Programs for leadership development are delivered with encouragement to attend. However, they are not mandated | Not achieved |
Ideally, this should be linked with competency and foundation and early year career development activities | Programs are not linked with competencies | Not achieved |
Overall goal status | Partially met | |
|---|---|---|
(DG[w] 7. Service provision and workforce education and training: A patient-centered and integrated health services foundation for workforce development, relevant to social determinants of health and needs-based approaches to workforce development | ||
Indicator | Participants’ consensus about the indicator achievement status | Assessment of indicators |
Systematic development of education and training activities based on local healthcare systems, their capacity and funding | The National CME***/CPD* Program and accreditation system promote patient-centered and local needs-based CPD* of all HCPs, including pharmacists | Achieved |
Evidence of systematic development policies and strategies for the strengthening and transforming pharmaceutical workforce education and the systematic training of trainers/educators | No evidence of systematic development policies for transforming pharmaceutical workforce education | Not achieved |
Education providers must ensure, by the provision of evidence-based approaches, that lecturers/teachers/trainers are themselves appropriately trained for capability and competency | The QCHP** has a national CPD* accreditation system that ensures the quality of CPD* providers against sets of standards | Achieved |
Enable the pharmaceutical workforce and key stakeholders to promote health equity through actions related to social determinants of health | The CME***/CPD* accreditation system is intended to promote consistent quality and excellence in CME and professional development | Achieved |
Overall goal status | Partially met | |
|---|---|---|
DG[w] 8. Working with others in the healthcare team: Clearly identifiable elements of collaborative working and interprofessional education and training which should be a feature of all workforce development programs and policies | ||
Indicator | Participants’ consensus about the indicator achievement status | Assessment of indicators |
Evidence of policy formation to demonstrate How healthcare professionals can develop and engage in partnerships to achieve better health outcomes | There is no evidence of policy formation to demonstrate how healthcare professionals can develop and engage in partnerships for better health outcomes as these activities are not mandated | Not achieved |
Develop education and training strategies/ programs to ensure collaboration within the pharmaceutical workforce and training on medicines for other healthcare professionals | Most strategies and programs are based on interprofessional education | Achieved |
Overall goal status | Partially met | |