Exploring pre-registration tutors’ views on professionalism and leadership skills shown by pre-registration tutees
Authors: Seaford M , Allinson M D 
Published: April 2022

Abstract

Introduction
The GPhC introduced new standards on the initial education and training of pharmacists which requires leadership and professionalism to be demonstrated (1). It was reported previously that pre-registration tutees did not possess the professional and leadership skills expected of them when starting the pre-registration year (2). It is important to see if current tutees are meeting the new standards. If they are not, this would suggest that more should be done in undergraduate training to address this gap.

Aim
This study aimed to explore the views of pre-registration tutors on the professionalism and leadership skills of current pre-registration tutees and to identify what more could be done to develop these skills during the undergraduate and pre-registration years.

Methods
A semi-structured interview schedule was developed based on the aim of the study and relevant literature. It addressed attitudes and behaviours thought to demonstrate leadership and professionalism, tutors’ views on tutee’s skills, and the roles of tutors, tutees and undergraduate education in developing these skills. Regional Managers working for Well Pharmacy were informed of the study. Those interested in participating provided contact details of the pre-registration tutors within their area. In October 2020, individual tutors were invited by email to participate, with a participant information sheet and consent form attached. Potential participants were followed-up by telephone and a convenient time for interview arranged. Telephone interviews were digitally recorded, transcribed verbatim and thematically analysed using the Framework Approach. Interviews were continued until no new broad themes emerged.

Results
Twelve tutors based across England and Wales were interviewed, seven were male, and experience ranged from newly qualified to 20 years in practice. Five main themes emerged: role of undergraduate education; role of the tutor and tutee; professional behaviours of tutees; leadership skills of tutees; challenges and barriers. The role of undergraduate education was perceived to be that of instilling basic knowledge and providing work experience through placements. Interviewees suggested that more undergraduate multi-sector placements could be offered, with a greater focus on leadership skills. The tutors’ role was reportedly to coach, support learning and be a role model whilst tutees needed to understand their limitations and learn from their tutor and pharmacy team. Communication skills, confidence and teamwork were cited as the most desired skills with tutees not always excelling in these. Limited knowledge, individual characteristics and lack of experience were reported as barriers for tutees, with time constraints, paperwork, and staffing issues for tutors.
Interviews were conducted across a wide geographical area with tutees likely to have attended various universities. However, the study focused on community pharmacy only, and interviews were conducted three months into the pre-registration year, whilst leadership skills develop over time.

Conclusion
This study highlights the need for increased placement hours in undergraduate education; the advent of HEE funding to support further placement activity is welcome. A greater focus on communication, teamwork and leadership in the MPharm may benefit future tutees. In addition, pharmacy organisations could introduce more protected tutor/tutee time for tutors to support tutees in developing their skills.

References
(1) General Pharmaceutical Council, 2020. Initial education and training for pharmacists. Available at: &lt;https://www.pharmacyregulation.org/initial-training&gt; [Accessed 14 October 2021].
(2) Christou, M. and Wright, D., Engendering and appraising professionalism within the UK pharmacy pre-registration year: Identifying the current barriers. Pharm Educ, 2011:11(1):107-14. Available at: https://pharmacyeducation.fip.org/pharmacyeducation/article/view/338/307 [Accessed 14 October 2021].