Community Pharmacists' Attitudes, Preferences and Barriers toward Continuing Pharmaceutical Education: A Cross Sectional Study in Jordan
Bibliographic record
Abstract
Community pharmacists’ responsibilities are expanding to foster optimal patient-centered care, which dictates postgraduate continuous education to enhance their competency and ability to face job challenges. We employed a cross-sectional online questionnaire-based study to evaluate community pharmacists’ attitudes towards continuous education, their preferred modes of program delivery, factors they consider before joining a program, their preferred topics to learn about, and potential perceived barriers against continuous education. A total of 358 community pharmacists completed the questionnaire. The majority of them (86.9 %) were interested in continuous education. However, most pharmacists (70.1%) had never attended any continuous education activity before. The most preferred type of delivery was self-learning through the internet (44.2%). Program cost and location were the major factors considered before accepting any activity (96.9%, and 96.6%, respectively). Among diseases, infectious disease was the most interesting topic for community pharmacists (92.7%). Regarding pharmaceutical topics, they were mostly interested in learning pharmacology and pharmacotherapy (94.1%), whereas pregnant and nursing mothers was the most desired patient group to learn about (92.2%). Job constraints and lack of time were the most reported barriers (89.4% and 89.1%, respectively). Community pharmacists’ have positive attitudes towards continuous education. However, many obstacles restrain them from effective participation in it. We provided sufficient data for policy makers to consider in future planning for continuous education activities that meet the needs of today’s pharmacists to advance their practice.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.002 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".