Stakeholders (trainees & tutors) views on the introduction of a workplace-based assessment tool within the pre-registration pharmacy training programme in a large teaching hospital: A qualitative triangulation study
Authors: Azeez N , Roberts C , Bradbury H 
Published: March 2021

Introduction

Pre-registration pharmacy training in the UK is a competency-based programme1. Workplace-based assessment (WBA) tools are valid and reliable tools in assessing competency in the workplace,2 however no recognised WBA tools are used within pre-registration pharmacy training. Historically WBA have been used within healthcare training, including postgraduate pharmacy. A WBA tool was designed by amalgamating three recognised tools from postgraduate pharmacy training (case-based discussion, mini clinical examination and direct observed patient consultation), then piloted within the 2018/19 pre-registration pharmacy training year in a large teaching hospital.

Aim

To gather the views of pre-registration pharmacist trainees and tutors of their experiences of using the WBA tool in practice. From the views, to determine if the purposes of the tool had been met: allowing tutors to work directly with their trainee in the workplace and meet the GPhC performance standards1 that are more easily met through observation.

Methods

This research was carried out in a large teaching hospital in the North of England. The WBA tool which included a six-point Likert scale and comments boxes for feedback, was introduced to the stakeholders at the start of the 2018/19 training year in a training session. Data was collected 6 months after using the tool in practice. A triangulation method was used; a semi-structured interview with the pre-registration pharmacist manager and two focus groups were conducted, one with trainees (n=7) and one with tutors (n=5). Participants were recruited through an invitation email sent via a gatekeeper. The focus groups moderator set ground rules to ensure a safe space for discussion to reduce conflict. They also reduced possible bias by ensuring they were not a current tutor. Responses from the interview were used to support the design of the topic guide for the focus groups. Data was transcribed and thematic analysis was undertaken.

Results

Following thematic analysis, three global themes emerged: clarity of purpose of the tool, feedback to trainees and the WBA tool as an assessment. Overall, trainees found the WBA tool was the most valuable part of their training owing to the benefit of instant feedback. Tutors agreed the tool was valuable when directly observing their trainee in practice, supporting the initial aim of the tool. There were conflicting views on why the tool was introduced, therefore highlighting the importance of a good implementation strategy when making changes. Interestingly, the WBA tool was not perceived as an assessment by the majority of trainees, and the inclusion of the Likert scale on the tool was questioned, leading to possible changes being made for future use.

Conclusion

This is the first study that gathers stakeholders’ experiences of using a WBA tool within pre-registration pharmacy training within the UK. Overall, the WBA tool received positive responses from both trainees and tutors. With upcoming changes in foundation pharmacy training proposed, this study supports the use of a WBA tool as it allows for focused feedback which trainees’ value. Limitations include a small sample size and the WBA tool being piloted in one hospital.

References

1. GPhC. 2020. Pre-registration trainee. [Online]. Available from: https://www.pharmacyregulation.org/i-am-pre-registration-trainee

2. Norcini, J. and Burch, V. 2007. Workplace-based assessment as an educational tool: AMEE Guide No.31. Medical Teacher.29, pp. 855–871.