PHARMACISTS' MOTIVATION FOR PARTICIPATION IN CONTINUING PROFESSIONAL EDUCATION
Date
1984
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
ORCID
Type
Degree Level
Masters
Abstract
The purpose of this study was to examine pharmacist—reported motives for participation in continuing professional education. Motivational factors were identified, and the effects on the
influence of each factor were assessed for the following: 1) legislation requiring participation, 2) demographic variables, and 3) extent of participation. Results of this study provided: 1) a description of pharmacists' professional learning motivation, 2) an assessment of the effect of mandatory continuing pharmacy education on participation motivation, 3) a framework for planning and evaluating continuing pharmacy education programs for specific groups of pharmacists, and 4) a criteria for evaluating continuing pharmacy education programs.
A motivational inventory and a demographic questionnaire were mailed to a stratified random sample of 200 pharmacists registered in each of the provinces of Ontario and Saskatchewan. The usable return rate was 76.4% of practicing pharmacists.
Principal components analysis of the motivational inventory produced the following seven meaningful factors, in decreasing order of influence: Cognitive/Competence, External Professional Expectations, Community Service, Influence of Peers, Professional Advancement, Interpersonal Relationships, and Escape from Routine. Seven independent factor scores for each respondent were used in testing the study hypotheses.
Pharmacists' motivational differences were detected by one way analyses of variance and evaluated by group averages or the Scheffe test. No motivational differences were detected for
pharmacists based on years of professional experience, or on whether they were employees or managers. Significant motivational differences were found for the variables of province, age,
practice type, employment status, work isolation time, extent of participation in continuing professional education and participation in self—directed continuing professional learning.
Although significant differences in the influence ratings of the Cognitive/Competence and External Professional Expectations motives were detected between the provincial sub-samples,
motivational patterns were not profoundly different. The Cognitive/Competence motive was reported as the most influential motive in both provinces. Since the External Professional
Expectations motive was rated third in influence by Ontario pharmacists, it was concluded that pharmacists were influenced by this motive regardless of legislation requiring participation.
The influential motives pharmacists reported were considered more relevant to effective planning and implementation of continuing professional education programs than legislated requirements for participation.
Description
Keywords
continuing professional education, motives for participation
Citation
Degree
Master of Continuing Education (M.C.Ed.)
Department
Education