Category: Professional Posters
Purpose: Selection of continuing educational activities’ topics within a clinical pharmacy team was based on presenter’s preferences and a structured systematic needs assessment was lacking. Nominal group technique (NGT) is a decision-making tool that incorporates a unique combination of qualitative and quantitative data collection through structured group meeting. Unlike traditional brainstorming and focus groups; NGT allows participants to express their ideas equally which leads to higher number of ideas per group.
The purpose of this project is to develop an annual framework for continuous education program within a clinical pharmacy team in a secondary care hospital using NGT.
Methods: First, clinical pharmacists with varying practice specialties were asked to brainstorm and list top three educational gaps individually without group discussion. Subsequently, a comprehensive list of all suggested topics was complied and all members were asked to vote and rank their top 3 priorities from the list.
A final list of most needed topics was created and clinical pharmacists were divided into working groups based on their area of expertise and interest. Working groups’ responsibility was to create SMART learning objectives plus a pre and post assessment for each educational activities
Results: Fifteen clinical pharmacists participated in the NGT session in which forty five topics were identified and compiled into one list.
Based on the voting, the top three gaps identified were; statistical analysis, Pharmacokinetices and Fluids/Total Parenteral Nutrition. Other topics included: leadership and project management, quality improvement, thyroid disorders and shock syndromes.
The project team used the result of voting to produce a final framework, which includes suggested speakers, preliminary schedule for weekly educational activities, as well as SMART learning objectives for each activity.
Effective implementation of this initiative was demonstrated by the successful completion of first few sessions which included an application-based workshop for basics of SPSS, introduction to clinical pharmacokinetics and thyroid disorders.
Conclusion: A structured team based needs assessment and education plan that utilized NGT was successful in identifying the needs, strengths and weakness of a clinical pharmacy team. The power of having varied, complementary knowledge, skills and experiences among different team members to improve team’s productivity and dynamics and personal growth of its members should be emphasized.