Statistics Act, 1999
R 385
Pharmacy Act, 1974 (Act No. 53 of 1974)Board Notice2018 Competency Standards for Pharmacists in South AfricaDomain 6: Education, Critical Analysis and Research |
INTRODUCTION
Domain 6 includes the behavioural statements relating to education and training, critical analysis and research.
Education is essential for the initial development of pharmacists and is required throughout a pharmacist’s career to keep abreast of knowledge, skills, attitudes and values. Pharmacists should participate in the education and training of patients, interns, pharmacy support personnel and other healthcare practitioners.
Critical analysis competencies provide the link between practice and research by assisting in the identification of areas where research is required. Pharmacists should participate in practice-based research. The research may include investigations into prescribing practices, patterns of medicine usage, evaluation of medicine use, the monitoring of adverse reactions, the benefits of the pharmacist’s advisory role, computerised data handling, health economics, legislation, and aspects of abuse and irrational use of medicines.
Practising pharmacists are increasingly participating in health systems and quality improvement research, which must be encouraged as a means of providing databases and information for future policy, guidelines and practice development. Such research is often conducted in collaboration with other healthcare providers.
The education, research and critical analysis competencies are:
| 6.1 | Education and training policy |
| 6.2 | Provision of education and training |
| 6.3 | Practice embedded education or workplace education |
| 6.4 | Gap analysis |
| 6.5 | Critical analysis |
| 6.6 | Research |
| 6.7 | Supervision of other researchers |
| 6.8 | Collaborative research |
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DOMAIN 6: EDUCATION, CRITICAL ANALYSIS AND RESEARCH |
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Behavioural Statements |
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Competencies |
Item No. |
Entry Level into Practice |
Intermediate Practice |
Advanced Practice |
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6.1 |
Education and training policy |
6.1.1 |
6.1.1.1 |
Apply national policy relating to pharmaceutical education. |
6.1.1.2 |
Interpret national policy in order to design strategic approaches for pharmaceutical education. |
6.1.1.3 |
Shape and contribute to national education policy. |
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6.2 |
Provision of education and training |
6.2.1 |
6.2.1.1 |
Teach effectively according to an agreed training plan with guidance from a more experienced colleague. |
6.2.1.2 |
Mentor and assist with implementation of training plans. |
6.2.1.3 |
Design and manage a course of study, with appropriate use of teaching approaches, assessment and study methods. |
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6.2.2 |
6.2.2.1 |
Perform self-assessment and identify own learnings needs. |
6.2.2.2 |
Assess the performance and learning needs of others. |
6.2.2.3 |
Shape, contribute to and be accountable for the performance and learning needs of others. |
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6.2.3 |
6.2.3.1 |
Participate in developing the learning activities. |
6.2.3.2 |
Plan a series of effective learning experiences for others. |
6.2.3.3 |
Shape, contribute to and be accountable for the creation and/or development of pharmacy education qualification(s). |
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6.3 |
Practice embedded education or workplace education |
6.3.1 |
6.3.1.1 |
Participate in the formal education of students in a practice environment. |
6.3.1.2 |
Design and manage a study programme, based in a practice environment. |
6.3.1.3 |
Shape, contribute to, or be accountable for the creation and/or development of practice-based components of pharmacy education qualification(s). |
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6.4 |
Gap analysis |
6.4.1 |
6.4.1.1 |
Identify gaps in the practice of pharmacy and education using evidence based research. |
6.4.1.2 |
Formulate appropriate and rigorous research questions to address gaps in the practice of pharmacy and education. |
6.4.1.3 |
Design an appropriate research strategy to address research questions. |
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6.5 |
Critical analysis |
6.5.1 |
6.5.1.1 |
Critically evaluate literature in the context of practice of pharmacy and education. |
6.5.1.2 |
Apply critical evaluation skills in the context of practice of pharmacy and education. |
6.5.1.3 |
Undertake peer review activities in the practice of pharmacy and education. |
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6.6 |
Research |
6.6.1 |
6.6.1.1 |
Describe the core features of research protocols. |
6.6.1.2 |
Design a research protocol to address previously formulated research questions. |
6.6.1.3 |
Critically review research protocols. |
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6.6.2 |
6.6.2.1 |
Conduct research according to approved protocol. |
6.6.2.2 |
Present research findings at relevant fora. |
6.6.2.3 |
Publish an article on research findings. |
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6.7 |
Supervision of other researchers |
6.7.1 |
6.7.1.1 |
Apply research governance principles. |
6.7.1.2 |
Supervise research at undergraduate level. |
6.7.1.3 |
Supervise research at postgraduate level. |
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6.8 |
Collabora- tive research |
6.8.1 |
6.8.1.1 |
Work as a member of a research team. |
6.8.1.2 |
Establish new multidisciplinary links to conduct research projects. |
6.8.1.3 |
Lead a multidisciplinary research team. |
