Content area
Abstract
Objectives. The purpose of this study was to examine pharmacists' attitudes, behaviors, and preferences towards continuous professional development in Ontario, Canada. Methods. A series of 11 focus group sessions were undertaken with groups of 4 to 5 different pharmacists participating in the Ontario College of Pharmacists' Quality Assurance and Peer Review Process Learning Portfolio session. During these sessions, extensive field notes were compiled and verified with participants. Following all sessions, field notes were transcribed and analyzed thematically using a qualitative data analysis method. Results. Four key themes were identified: (1) definitions and conceptions of continuous professional development (CPD) and continuing education (CE); (2) evolution from a CE to a CPD paradigm; (3) workplace learning as a vehicle for CPD; and (4) the role of peers in enabling CPD. Conclusions. In this study, pharmacists had an opportunity to discuss attitudes, personal behaviors, and preferences regarding CPD and CE. Participants expressed ambivalence towards CPD and were concerned about their lack of skills in self-identification of learning needs and vehicles by which this could be addressed. Participants agreed that workplace learning is a pivotal yet underemphasized component of CPD, and that peer-support is vital in adopting a CPD paradigm. [PUBLICATION ABSTRACT]