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Professional Development

As valuable health professionals, pharmacists are accountable to the patients they care for by ensuring their knowledge and skills are kept up-to-date and they remain competent to practice. One of the ways that pharmacists, like other professionals, ensure their competence to practice is by being involved in continuing professional development (CPD).

LEARNING PORTFOLIO REQUIREMENTS


PRACTICING PHARMACISTS IN MANITOBA ARE REQUIRED TO...

The College of Pharmacists of Manitoba (formerly the Manitoba Pharmaceutical Association) introduced the Learning Portfolio in April of 2002 as an effective tool to support continuing professional development for pharmacists. All practicing pharmacists in this province are required to maintain a learning portfolio documenting their professional development activities.

To be eligible for licence renewal, pharmacists are required to participate in a minimum of 25 hours of professional development learning activities between November 1 st and October 31 st of each year.

Of the 25 hours, a minimum of 15 hours must be from accredited learning activities (i.e., programs that have been accredited for no less than a total of 15 CEU) with a balance of 10 hours of participation in either accredited or non-accredited learning activities.

Extended Practice Pharmacists must apply at least 15 hours of their professional development to programs that relate to their speciality.

All pharmacists who participate in a minimum of 50 hours of professional development activities during the year, of which a minimum of 30 hours are from accredited learning activities will receive a Commitment to Professional Development Certificate for that particular year.

At licence renewal , all pharmacists are required to log on to cphm.ca/login , renew their licence and record their Professional Development activities using the online Professional Development Log (PDL) by November 30th . Continuing Education Units (CEU) certificates and/or any other supporting documents, such as course transcripts, should be retained in the learning portfolio and not submitted to the College office at the time of licence renewal.

In early January, a 20% random selection of practicing pharmacists will be made and those pharmacists will then be asked to submit their CEU certificates and/or other supporting documents to support the accredited learning activities listed in their Professional Development Logs. This annual review is conducted by College staff. All pharmacists are required to keep a three year past record of learning activities in their online professional development profile (through the College’s website) and the necessary supportive documents, regardless if they are chosen for the annual learning portfolio review or not.

Some finer points…

New pharmacy graduates from a recognized Faculty of Pharmacy in Canada have met the requirements for professional development re-licensure in the year of their graduation.

Pharmacists involved in recognized, accredited post-graduate studies in a health care profession (eg: Faculty of Pharmacy or Medicine, etc) will only be required to submit proof of enrolment in that post-graduate program to fulfill the professional development re-licensure requirement.

A maximum of 12 CEU in any 3 consecutive year period may be recorded from recognized, accredited programs in First Aid or CPR.

The College issues Business Continuing Education Units (BCEU) to recognized, accredited programs in business or personal development. A maximum of 10 BCEU in any 3 consecutive year period may be recorded from recognized, accredited programs in business or personal development. 

The College recognizes accredited learning activities that have been accredited by:

  • The Canadian Council on Continuing Education in Pharmacy (CCCEP)
  • The College of Pharmacists of Manitoba
  • The Manitoba Pharmaceutical Association (MPhA)
  • Accreditation Council for Pharmacy Education (ACPE)
  • The American Medical Association (AMA)
  • Continuing Medical Education (CME) Programs accredited by The Royal College of Physicians and Surgeons of Canada (MOCOMP) or The College of Family Physicians of Canada (Mainpro)
  • Courses and programs from a Canadian University
Please note that regardless of the activity or provider, one hour of contact time is equal to 1.00 CEU.

LEARNING PORTFOLIO/PROFESSIONAL DEVELOPMENT LOG

Introduction

All professionals are expected to maintain their competency through continuous development of knowledge, skills and attitudes. Naturally, some learning occurs through dealing with the different practice situations that pharmacists face every day. However, planned, intentional learning is also necessary. It can have a powerful influence on your practice by initiating positive change more quickly than would occur through experience alone.

What is a Learning Portfolio?

A learning portfolio is a collection of evidence kept by an individual to document his or her learning in the online PD Log. It may include:

  • Written papers, presentations, or research reports;
  • Certificates of achievement or attendance and diplomas;
  • Records of evaluation, e.g., from a preceptorship or mentorship program or an assessment program such as a Practice Review; and
  • Journal or diary entries documenting an individual’s insight into their professional development.

Not only do learning portfolio systems help you demonstrate your commitment to maintaining and enhancing professional competence but, they can also help you understand your personal learning processes and enhance your satisfaction and motivation with practice-related learning. Learning portfolios that require you to reflect on the relevance of your learning to practice can encourage learning that is focused on interpreting and using information in practice. Over time, a learning portfolio will illustrate your growth as both a learner and as a professional.

The Learning Portfolio provides a framework for Manitoba pharmacists to plan, record and reflect on professional development activities. It consists of the online Professional Development (PD) Log and the supporting documents.

Supporting Documents

All documents that reflect the accreditation and/or participation in the accredited learning event should be kept in your learning portfolio.  These documents are sent to the College only when a pharmacist is selected for the Annual Learning Portfolio Review. In January of each year, the College will notify by email those pharmacists who are randomly selected. The email will include further instructions on how to submit documentation for the Learning Portfolio Review.
Documents include: certificates of course completion, program brochures, written projects, presentation outlines or any other materials that reflect the content or outcome of the learning activity.

All pharmacists are required to keep a three year past record of learning activities in their online professional development profile (through the College’s website) and the necessary supportive documents.

College Learning Portfolio Review

The College has a responsibility to demonstrate to the public that pharmacists are fulfilling their commitment to continued professional growth through education and practice development. This will be accomplished in the following ways:

  • Each year all licensed Manitoba pharmacists will enter their learning activities for the year by logging in at the Member Login and at the time of licence renewal the College will review the activities as part of the application for re-licensure, along with a signed declaration.
  • In January, twenty per cent of pharmacists licensed for practice will be selected on an annual, random basis to submit supporting documents to the College for review.

Accredited and Non-Accredited Learning

The College Learning Portfolio system recognizes two categories of professional development activities:

  1. Accredited continuing pharmacy education and
  2. Non-accredited professional development.

The most effective learning occurs with a balance of both accredited and non-accredited professional development activities.

Accredited continuing pharmacy education consists of organized programs, accredited by recognized organizations, which are designed to help you gain the knowledge, skills and/or attitudes necessary for effective pharmacy practice. The accreditation process assures you that a program has been reviewed for both quality education and relevance to practice.

Accredited programs include those developed and accredited in Manitoba, or accredited by the Canadian Council on Continuing Education in Pharmacy (CCCEP) or the American Council on Pharmacy Education (ACPE). It is important for pharmacists in all types of practice to continue to participate in accredited continuing pharmacy education programs. Accredited programs help you stay current with new developments in practice and issues affecting the profession. They present information in a pharmacy-relevant context. Some pharmacists use accredited programs as their primary learning resource to develop target competencies needed for practice change. Activities in this category may include accredited self-study modules, e.g., modules offered via print, video, computer or Internet, or accredited group programs, e.g., workshops, conferences, Internet courses.

The term professional development encompasses a broader scope of learning activities than traditional continuing pharmacy education. You may find that accredited continuing pharmacy education programs do not meet all of your learning needs because they may not be available on topics related to unique practice demands, or may not be offered at a convenient time or location. In addition, you may need to develop knowledge, skills or attitudes in other areas such as management, communication, or computer skills, in order to enhance some aspect of your practice.

Non-accredited professional development includes learning activities undertaken to develop competencies necessary for effective pharmacy practice as well as ancillary competencies necessary to advance an area of practice. These can be as simple as reading an article to gain information to help manage a patient case. They can be as complex as undertaking a research project, or redesigning your store to create a more patient-friendly environment. They often use multiple learning resources, and usually include non-accredited learning activities.

Simple or complex, all learning projects are planned and involve:

  • identifying a need to improve an aspect of practice;
  • selecting learning resources to gain the necessary knowledge, skills and/or attitudes;
  • critically evaluating new information in light of what you already know; and
  • reflecting on how your learning can be applied in your practice.

Practicing Members

All practicing pharmacists in Manitoba are now obligated to enter their professional development activities in order for re-licensure using the online Professional Development Log (PDL). To access the online PDL, members must log in to cphm.ca/login and click "Record a New Learning Activity."

For more information, please see the Guide to Managing Your PD Log Online.

Not Yet Licensed

This also applies to pharmacists returning to practice.

Word doc. for personal PC: DOWNLOAD FILE
Excel (.xls) doc. for PDA: DOWNLOAD FILE

The Professional Development Log is a suggested template. Pharmacists may choose to use a different format as long as it provides all the same information. 

    • This form is used to document all professional development activities undertaken by the pharmacists during the Professional Development year (November 1st to October 31st) and is submitted to the College office each practicing license application.

    • For each accredited activity, the pharmacist must document the date, program title and provider , contact hours (the Continuing Education Unit; 1 CEU = 1 contact hour) and key ideas from the program or any questions it might have raised that will likely be pursued.

    • For each non-accredited activity, the pharmacist must document the date, program title or learning activity, the practice issue/goal , contact hours and key ideas from the learning activity.

    • The Professional Development Log document provided above may be used as a template.  The pharmacist may choose to provide the same information in another format.

COMPLETING THE PROFESSIONAL DEVELOPMENT LOG

The Professional Development Log is used to record all professional development activities you participate in, regardless of whether the activity is accredited or non-accredited.

The Professional Development Log will be used as your summary of professional development activities and submitted to the online professional development log with your online annual practicing licence application.

Parts of the Log:

Pharmacist Information
Record your name, College licence number and the membership year you are in.

Date(s)
Record the date on which the accredited program or non-accredited learning project occurred. If it was a module, program or project that was completed over a period of time, include the start and finish dates.

Program Title and Provider (Accredited)
For accredited programs, record the program title and the name of the program provider. Instead of writing out the program provider name, you could use its abbreviation. For example:

College of Pharmacists of Manitoba
Canadian Council on Continuing Education in Pharmacy CCCEP
Canadian Pharmacists’ Association CPhA
Canadian Society of Hospital Pharmacists CSHP
American Council on Pharmacy Education ACPE
American Society of Health-System Pharmacists ASHP
American Pharmaceutical Association APhA

Practice Issue (Non-Accredited)
Record the goal of the project or statement of purpose from your Learning Project Record.

Contact Hours
Record the number of contact hours involved in the accredited or non-accredited learning activity (one hour of contact time is equal to 1.00 CEU, regardless of the activity or provider). Activities that are not usually considered part of learning time include such things as:

  • Parts of a literature search that do not involve reading or thinking about the retrieved material, e.g., travel time to the library, selecting journals or texts, photocopying, internet search time not involving reading relevant material on-line.
  • Writing time, e.g., articles for publication, consults, education materials.
  • Preparing materials for a presentation, e.g., overheads, handouts.
  • Delivering a presentation or teaching.
  • Interviewing patients or patient case review that is done to identify a problem.

Key Ideas/Thoughts/Learning Points:
Jot down at least one key idea or “pearl” from the program, or any questions it might have raised that you want to pursue further. This could be a summary of what you have written in your reflection notes:

  • Did you achieve your learning objective?
  • What key points did you learn from this project?
  • Did you identify any new learning issues?
You do not have to summarize everything you learned. Pick out a couple of key points that have the potential to make a difference in your practice. Even if you do not plan to change your practice, hopefully you will have learned one or two new things.

Tips:

  • Keep your learning portfolio in a binder so that it is organized and readily available to add new records or for periodic review.
  • Keep your learning portfolio in a place that is convenient for you, either at home or at work. You will be more likely to keep it current if you keep it in the place where you do most of your professional development.
  • Make entries in your learning portfolio while you are involved in your learning project or as soon as possible after completing the activity. Documenting the learning activity is easiest when it is fresh in your mind.
  • Review your portfolio periodically, e.g., every month. This will remind you of other learning projects you identified through your professional development activities

SELF ASSESSMENT

Word doc. for personal PC: DOWNLOAD FILE

The goal of conducting a self-assessment is to assist the pharmacist in identifying professional practice strengths and areas that require improvement in order to develop a personal learning plan on an annual basis.

  • This form consists of a series of questions about your formal education, current and past employment, professional activities, practice and clinical knowledge.
  • There are three main steps:
    1. What have you done?  (Identify initial level of accomplishment).
    2. Do you meet the Standards of Practice?
    3. What do you already know? (Self identify level of confidence competence in clinical knowledge).