{"id":73136,"date":"2025-12-01T14:17:04","date_gmt":"2025-12-01T06:17:04","guid":{"rendered":"https:\/\/medicine.nus.edu.sg\/taps\/?post_type=issues&#038;p=73136"},"modified":"2026-04-07T08:15:31","modified_gmt":"2026-04-07T00:15:31","slug":"using-action-research-to-evaluate-a-pre-registration-pharmacist-training-and-assessment-framework-in-singapore-results-from-phase-1-implementation","status":"publish","type":"issues","link":"https:\/\/medicine.nus.edu.sg\/taps\/issues\/using-action-research-to-evaluate-a-pre-registration-pharmacist-training-and-assessment-framework-in-singapore-results-from-phase-1-implementation\/","title":{"rendered":"Using action research to evaluate a pre-registration pharmacist training and assessment framework in Singapore: Results from Phase 1 implementation"},"content":{"rendered":"<p>Submitted: 28 February 2025<br \/>\r\nAccepted: 24 June 2025<br \/>\r\nPublished online: 6 January, TAPS 2026, 11(1), 32-43<br \/>\r\n<a href=\"https:\/\/doi.org\/10.29060\/TAPS.2026-11-1\/OA3683\">https:\/\/doi.org\/10.29060\/TAPS.2026-11-1\/OA3683<\/a><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Sei Keng Koh<sup>1,2<\/sup>, Li Wen Loo<sup>1,2<\/sup>, Zhining Goh<sup>1,3<\/sup>, Dujeepa D. Samarasekera<sup>4<\/sup>, Carolyn Ching Ching Ho<sup>1<\/sup>, Paul John Gallagher<sup>5<\/sup>, Wai Keung Chui<sup>5<\/sup> &amp; Camilla Ming Lee Wong<sup>1,6<\/sup><u><\/u><\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><sup><span lang=\"EN-GB\">1<\/span><\/sup><\/i><i><span lang=\"EN-GB\">Chief Pharmacist\u2019s Office, Ministry of Health, Singapore; <sup>2<\/sup>Division of Pharmacy, Singapore General Hospital, Singapore; <sup>3<\/sup>Department of Pharmacy, Ng Teng Feng General Hospital, Singapore; <sup>4<\/sup>Centre for Medical Education, Yong Loo Lin School of Medicine, National University of Singapore, Singapore; <sup>5<\/sup>Department of Pharmacy and Pharmaceutical Sciences, National University of Singapore, Singapore; <sup>6<\/sup>Division of Allied Health &amp; Pharmacy, Sengkang Health, Singapore<\/span><\/i><\/p>\r\n<p style=\"text-align: center;\"><b><span lang=\"EN-GB\">Abstract<\/span><\/b><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Introduction<\/span><\/b><span lang=\"EN-GB\">:<b> <\/b>An action research-guided national pre-registration pharmacist (pre-reg) training programme was implemented in two phases: July 2023 to January 2024, and May 2024 to January 2025. The programme is based on professional activities (PAs) required for independent practice, aligning with the Singapore Development Framework for Pharmacists\u2019 competency standards. Workplace-based assessments (WBAs) graded using a supervision scale form the assessment framework.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Objective: This study aims to evaluate the appropriateness of PAs for training and assessment while gathering feedback on user experience.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Methods<\/span><\/b><span lang=\"EN-GB\">: Pre-regs and preceptors were selected through purposive sampling with randomisation. Data was collected via online surveys and group interviews. Interviews were conducted separately for pre-regs and preceptors using similar question guides, and audio-recorded, transcribed, then thematically analysed.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Results<\/span><\/b><span lang=\"EN-GB\">:<b> <\/b>Responses from 14 pre-regs and 16 preceptors during Phase One highlighted the strengths, challenges, and recommendations for improving PAs and WBA templates. Pre-regs felt the framework supports a seamless transition to post-course training, while preceptors recognised their role in ensuring that pre-regs attain appropriate supervision levels. The framework was positively received, with well-performing elements retained and areas for improvement identified. Insights gained from action research informed refinements to the framework. Action research for Phase Two is ongoing, with results forthcoming.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Conclusion<\/span><\/b><span lang=\"EN-GB\">:<b> <\/b>The study\u2019s findings led to framework modifications for Phase Two implementation from May 2024. Adjustments were made to individual PAs and WBA forms, with consolidated guidance provided in a user toolkit for dissemination.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><b><span lang=\"EN-GB\">Keywords<\/span><\/b><span lang=\"EN-GB\">:<\/span><span lang=\"EN-GB\">\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/span><i><span lang=\"EN-GB\">Action Research, Pre-registration Pharmacist Training, Entrustable Professional Activities<\/span><\/i><b><span lang=\"EN-GB\"><\/span><\/b><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Practice Highlights<\/span><\/strong><\/p>\r\n<ul>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Professional Activities (PA) for direct and indirect patient care (pharmaceutical companies and regulatory authority), were developed for the national pre-registration pharmacists (pre-regs) training and assessment framework and implemented in phases. <\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Action research approach was used to identify areas of improvement for framework enhancement. <\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Key areas of enhancement encompass three main aspects: improving the clarity of PA documents, validity of the indirect patient care PAs, and assessment tools and administrative processes; strengthening preceptors\u2019 skills in conducting workplace-based assessments (WBAs), and enhancing pre-registration pharmacists\u2019 engagement with PAs and WBAs.<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">A Pre-Registration Training Advisory Committee will be appointed to support the full implementation of the framework in May 2025.<\/span><\/li>\r\n<\/ul>\r\n<p style=\"text-align: center;\"><strong><span lang=\"EN-GB\">I. <\/span>INTRODUCTION<\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">In Singapore, pharmacy graduates must complete 12 months of pre-registration training to be eligible for registration with the Singapore Pharmacy Council (SPC). Training for local graduates is divided into two segments: Pre-reg 1 (PR1), a 22-week programme within the National University of Singapore (NUS) Bachelor of Pharmacy (Honours) course and Pre-reg 2 (PR2), a 30-week post-course programme (Figure 1). PR1 rotations are completed in primary care (i.e. retail pharmacy or polyclinic) and either an indirect patient care setting (i.e. pharmaceutical company or regulatory authority) or community hospital. The training was guided by the SPC Competency Standards Framework which articulates 301 competency standards across nine functional areas (Singapore Pharmacy Council, 2010).<\/span><\/p>\r\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-1.png\" alt=\"\" class=\"aligncenter wp-image-73137 size-full\" width=\"995\" height=\"442\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-1.png 995w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-1-300x133.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-1-768x341.png 768w\" sizes=\"auto, (max-width: 995px) 100vw, 995px\" \/><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><span lang=\"EN-US\">Figure 1. Overview of a Pre-Registration Pharmacist\u2019s Journey<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">In 2020, the Chief Pharmacist&#8217;s Office introduced the Development Framework for Pharmacists (DFP), defining competency continuum from foundation to advanced practice across eight key roles aligned with NUS educational outcomes (Ministry of Health, Chief Pharmacist\u2019s Office, 2024) (Figure 2). <\/span><\/p>\r\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-2-1.png\" alt=\"\" class=\"aligncenter wp-image-73139 size-full\" width=\"1807\" height=\"574\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-2-1.png 1807w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-2-1-300x95.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-2-1-1024x325.png 1024w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-2-1-768x244.png 768w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-2-1-1536x488.png 1536w\" sizes=\"auto, (max-width: 1807px) 100vw, 1807px\" \/><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">Copyright \u00a9 Ministry of Health, Singapore (2024). Version 2.0: June 2024<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><span lang=\"EN-GB\">Figure 2. Continuum of Competency for Development of Pharmacists Towards 8 Key Roles<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">To facilitate a seamless transition from school to workplace, the Pre-registration Competency Standards Framework Review Committee (PRCSFRC) was appointed in 2021 to align educational outcomes and pre-registration training with the DFP. The committee developed a training and assessment framework with key features including:<\/span><\/p>\r\n<ol>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Competency blueprint for Day-1 Pharmacists adapted from DFP standards<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">10 Professional Activities (PAs) proposed as macro-outcomes for training (Table 1)<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Workplace-based assessments as main assessment modality <\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">A 5-level supervision scale to guide progression towards independent practice (Figure 3)<\/span><\/li>\r\n<\/ol>\r\n<p>&nbsp;<\/p>\r\n<div align=\"center\">\r\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\">\r\n<tbody>\r\n<tr>\r\n<td width=\"595\" colspan=\"2\" valign=\"top\">\r\n<p><b><span lang=\"EN-GB\">Professional Activities for Pre-Registration Pharmacists Training <\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">1<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Develop and implement a care plan<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">2<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Accurate supply of health products<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">3<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Educate patients on the appropriate use of health products<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">4<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Respond to drug information or health product enquiry<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">5<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Collaborative partnerships with patients, and the pharmacy and interprofessional teams<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">6<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Develop a Continuous Professional Development (CPD) plan<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">7<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Prepare documents for regulatory decision making and\/or compliance<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">8<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Handle\/manage the activities relating to the roles of a Responsible Person for the licences\/regulatory requirements<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">9<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Support project planning and data analysis<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr>\r\n<td width=\"56\" valign=\"top\">\r\n<p align=\"center\"><span lang=\"EN-GB\">10<\/span><\/p>\r\n<\/td>\r\n<td width=\"539\" valign=\"top\">\r\n<p><span lang=\"EN-GB\">Develop communication materials for healthcare professionals and public<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<\/div>\r\n<p align=\"center\" style=\"text-align: center;\"><span lang=\"EN-GB\">Table 1. Professional Activities for Phase-1 Pre-Registration Pharmacists Training<\/span><\/p>\r\n<p><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-3.png\" alt=\"\" class=\"aligncenter wp-image-73140 size-full\" width=\"899\" height=\"501\" srcset=\"https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-3.png 899w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-3-300x167.png 300w, https:\/\/medicine.nus.edu.sg\/taps\/wp-content\/uploads\/sites\/10\/2025\/10\/OA3683-Figure-3-768x428.png 768w\" sizes=\"auto, (max-width: 899px) 100vw, 899px\" \/><\/p>\r\n<div>\r\n<p align=\"center\" style=\"text-align: center;\"><span lang=\"EN-GB\">Figure 3. Supervision Scale Used for Assessing Pre-registration Pharmacists\u2019 Professional Activities<\/span><\/p>\r\n<\/div>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">This framework uses PAs adapted from Entrustable Professional Activities (EPAs) (Cate, 2018). EPAs are units of professional work that can be fully entrusted to an individual trainee, once they have demonstrated the needed ability to execute them unsupervised, and this requires the integration of multiple competencies (Cate, 2005). The impetus to adopt PAs for training and assessment included the potential of an EPA-based curriculum to link clinical training and assessment to the actual work that pharmacists do on a day-to-day basis (Hennus et al., 2022). This approach also provides scaffolding for workplace-based training by offering a safe and evidence-based way to facilitate the development of skills and knowledge (Richardson, 2024). EPAs are gaining attention as a practical method to assess competencies in pharmacy practice (Abeyaratne &amp; Galbraith, 2024). Countries like USA, UK and Australia have developed core EPAs for their pharmacy graduates and for pre-registration training (Abeyaratne &amp; Galbraith, 2023; Abeyaratne &amp; Galbraith, 2024; Haines et al., 2017; Richardson, 2024). EPAs were also implemented locally in medical, nursing and allied health professions (Goh et al., 2015; Lau et al., 2020; Zainuldin &amp; Tan, 2023a; Zainuldin &amp; Tan, 2023b; Zhou et al., 2022).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The framework was implemented in phases, with Phase 1 involving 15 pre-registration pharmacists undergoing their PR1 rotations in July to September 2023 and November 2023 to January 2024. Phase 2 followed up with Phase 1 participants and included the entire second cohort of BPharm (Hons) students entering PR1. Action Research was used to identify problems, design solutions, and evaluate the impact of these solutions.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The research aims were to:<\/span><\/p>\r\n<ol style=\"list-style-type: lower-alpha;\">\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\">Review the appropriateness of entry-to-practice pharmacists&#8217; scope of practice as described in the PAs and<\/span><\/li>\r\n\t<li style=\"text-align: justify;\"><span lang=\"EN-GB\">Gather feedback on the assessment framework from preceptors and pre-registration pharmacists.<\/span><\/li>\r\n<\/ol>\r\n<p>&nbsp;<\/p>\r\n<p style=\"text-align: center;\"><strong><span lang=\"EN-GB\">II. <\/span><span lang=\"EN-GB\">METHODS<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">A. Research Design<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Practical Action Research was employed as a research strategy, coupled with both qualitative and quantitative content analysis. The research model is operational (technical), adopting an iterative approach of \u201cPlan-Act-Observe-Reflect\u201d (George, 2024). For the quantitative analysis, online surveys were disseminated to both pre-registration pharmacists (pre-reg) and their preceptors at the end of each rotation. The survey questions focused on three broad areas of (i) Content validity and reliability, (ii) Process and (iii) Comfort and Confidence. The qualitative analysis included group interviews with the pre-regs and their preceptors at the end of each rotation. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">The survey and interview questions were developed based on the objectives of the action research cycle, informed by literature on EPAs. These were then validated by sharing with content experts from the pre-registration training and development committee and piloted with the first cycle collection of data. The questions relevant items were then enhanced for the subsequent cycles. <\/span><span lang=\"EN-GB\">This pretesting of the interview questions helped to identify unclear or ambiguous statements (Castillo-Montoya, 2016; Dikko, 2016).<\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">B. Setting<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The study was conducted in multiple sites across Singapore. Participating sites for indirect patient care included three pharmaceutical multinational companies. Participating sites for direct patient care included three retail pharmacy chains and one polyclinic (primary care) group. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">C. Sample and Sampling Method<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Pre-regs were posted to the training sites by the university. Fifteen pre-regs posted to the study sites for both rotations were invited via email to participate in the study. Nine female and six male pre-regs (n=15) were recruited. Twenty-four preceptors trained in the new framework were assigned to supervise these 15 pre-regs and invited to participate in the study. Each pre-reg is assigned one preceptor per rotation block, while each preceptor may precept up to two pre-regs per rotation block. Nineteen preceptors participated in the study. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">D. Data Collection and Analysis<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">Data for this study was collected via an anonymous electronic survey, with responses analysed using descriptive statistics. Following the survey, group interviews were conducted both face-to-face and virtually. Qualitative data were obtained from free-text responses within the survey as well as from in-depth, audio-recorded group interviews, which were transcribed verbatim. Group interviews were held separately for pre-registration pharmacists (PRPs) and preceptors, utilising the same semi-structured interview guide to ensure consistency across cohorts. Each interview was facilitated by two trained pharmacist interviewers. To enhance credibility and trustworthiness, all transcripts underwent member-checking and peer debriefing. Coding was conducted inductively, with two researchers independently coding the transcripts before reconciling any discrepancies through consensus meetings. Thematic analysis was undertaken to interpret the qualitative data, enabling the identification of nuanced themes that complemented the broader trends observed in the survey findings.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">E. Ethical Considerations<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">This study was approved by both the Singapore Health Services (SingHealth) and NUS Institution Review Boards. Informed consent was obtained from the pre-regs and preceptors. Participation in the study was purely voluntary.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">III. RESULTS<\/span><\/strong><\/p>\r\n<p><i><span lang=\"EN-GB\">A. Online Survey Results<\/span><\/i><\/p>\r\n<p><span lang=\"EN-GB\">Fourteen (93%) pre-regs and 16 (84%) preceptors responded to the online survey. One pre-reg did not respond despite multiple reminders. Majority of the pre-regs (13\/14, 92.9%) agreed that the framework prepared them well for their future role as a pharmacist. They felt that the PAs adequately described the scope of work of a pharmacist and the supervision levels were pegged appropriately for entry-to-practice. Preceptors assessed them fairly and they had the resources and support that they needed from the institutions. There was uncertainty about the ease and efficiency of the system for submission of assessment outcomes and inputs; as well as pre-regs being able to pass rotations under the framework. Survey results are in Table 2.<\/span><\/p>\r\n<table border=\"1\" cellspacing=\"0\" cellpadding=\"0\" width=\"100%\" style=\"width: 100%; height: 2633px;\" class=\"aligncenter\">\r\n<tbody>\r\n<tr style=\"height: 103px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" style=\"height: 103px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">No<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"156\" nowrap=\"nowrap\" style=\"height: 103px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Question <\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 103px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Rating*<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"132\" style=\"height: 103px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Pre-Registration Pharmacists (n=14) (%)<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"142\" nowrap=\"nowrap\" style=\"height: 103px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Question <\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 103px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Rating*<\/span><\/b><\/p>\r\n<\/td>\r\n<td width=\"75\" style=\"height: 103px;\">\r\n<p align=\"center\"><b><span lang=\"EN-US\">Preceptor (n=16) (%)<\/span><\/b><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p><span lang=\"EN-US\">1<\/span><\/p>\r\n<\/td>\r\n<td width=\"156\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I feel that the revised training and assessment framework will prepare me well for my future role as a pharmacist.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (14.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"142\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I feel that the revised training and assessment framework will prepare pre-registration pharmacists well for their future role as a pharmacist. <\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3 (18.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">11 (78.6)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">13 (81.2)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (7.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p><span lang=\"EN-US\">2<\/span><\/p>\r\n<\/td>\r\n<td width=\"156\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">The Professional Activities define the scope of work of an entry-level pharmacist well.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (7.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"142\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">The Professional Activities adequately define the scope of work of an entry-level pharmacist well.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3 (18.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">12 (85.7)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">11 (68.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (7.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (12.5)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p><span lang=\"EN-US\">3<\/span><\/p>\r\n<\/td>\r\n<td width=\"156\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I believe the Professional Activities will be assessed appropriately and sufficiently to reflect my actual performance ability.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (7.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"142\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">The Professional Activities are pegged at an appropriate level for entry to pharmacy practice.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (12.5)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">11 (78.6)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">13 (81.3)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (14.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (6.3)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p><span lang=\"EN-US\">4<\/span><\/p>\r\n<\/td>\r\n<td width=\"156\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I believe the preceptors will be fair when assessing me.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">4 (28.6)<\/span><\/p>\r\n<\/td>\r\n<td width=\"142\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I believe I will be able to assess my pre-registration pharmacists fairly.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3 (18.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">10 (71.4)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">13 (81.3)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p><span lang=\"EN-US\">5<\/span><\/p>\r\n<\/td>\r\n<td width=\"156\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I have a good working knowledge of how the revised training and assessment framework works.<\/span><\/p>\r\n<p><span lang=\"EN-US\">\u00a0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (7.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"142\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I have a good working knowledge of how the revised training and assessment framework works.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (6.3)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">8 (57.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">14 (87.5)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">5 (35.7)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (6.3)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p><span lang=\"EN-US\">6<\/span><\/p>\r\n<\/td>\r\n<td width=\"156\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I believe the training site will be adequately resourced to deliver pre-reg training using the revised framework (e.g. time given for assessments, sufficient number of preceptors).<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (7.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"142\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">My training site is adequately resourced to deliver pre-registration training using the revised framework.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3 (18.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">10 (71.4)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">8 (50.0)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3 (21.5)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (12.5)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3 (18.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p><span lang=\"EN-US\">7<\/span><\/p>\r\n<\/td>\r\n<td width=\"156\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I am confident that I will get adequate help and guidance from my preceptors to manage the workload with the revised training and assessment framework.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (14.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"142\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I am confident that my pre-registration pharmacists will get adequate help and guidance to manage the case loads with the revised assessment framework.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (12.5)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">8 (57.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">12 (75.0)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">4 (28.6)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (12.5)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p><span lang=\"EN-US\">8<\/span><\/p>\r\n<\/td>\r\n<td width=\"156\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">There is an easy and efficient system of submission online, after assessments and evaluations are completed.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (14.3)<\/span><\/p>\r\n<\/td>\r\n<td width=\"142\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">There is an easy and efficient system of submissions after assessments and evaluations are completed.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (6.3)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">5 (35.7)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">4 (25.0)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">6 (42.9)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">10 (2.5)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (6.3)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (7.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"33\" nowrap=\"nowrap\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p><span lang=\"EN-US\">9<\/span><\/p>\r\n<\/td>\r\n<td width=\"156\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I am confident about passing this rotation under the revised training and assessment framework.<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">1 (7.1)<\/span><\/p>\r\n<\/td>\r\n<td width=\"142\" rowspan=\"5\" valign=\"top\" style=\"height: 275px;\">\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">I am confident about my pre-registration pharmacists passing this rotation under the revised training and assessment framework. <\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">2 (12.5)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">7 (50.0)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">A<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">11 (68.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">6 (42.9)<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">UN<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">3 (18.8)<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">DA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<tr style=\"height: 55px;\">\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"132\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<td width=\"57\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">SDA<\/span><\/p>\r\n<\/td>\r\n<td width=\"75\" nowrap=\"nowrap\" style=\"height: 55px;\">\r\n<p align=\"center\"><span lang=\"EN-US\">0<\/span><\/p>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n<p align=\"left\" style=\"text-align: left;\"><span lang=\"EN-US\">Rating*: Strongly Agreed (SA), Agree (A), Unsure\/Neutral (UN), Disagreed (DA), Strongly disagreed (SDA)<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><span lang=\"EN-GB\">Table 2. Results for Online Survey (Pre-Registration Pharmacists and Preceptors)<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Qualitative comments were sought from pre-regs and preceptors on their perceived benefits and concerns of the PA-based framework compared to the previous competency-based one. For benefits, pre-regs felt that there was more interaction with patients and preceptors. They appreciated the use of real-life case scenarios and discussions for assessment. The PAs encouraged critical thinking and are comprehensive in defining the scope of work of a pharmacist. The PAs also helped to reflect their real competency level and areas for improvement. The preceptors were supportive of the training and assessment framework. The supervision scale was clearer and more intuitive than the previous rating scale of \u201cCompetent\u201d or \u201cNot Competent\u201d. Furthermore, as pre-regs were trained to do the activities commonly performed by pharmacists, preceptors felt that pre-regs would be better prepared for their future roles as registered pharmacists. The training and assessment framework was noted to be better structured compared to the previous framework. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Some pre-regs were concerned about their ability to perform and complete training requirements. The training workload was perceived to be higher, and more preparation work was required to collate learning logs and WBAs. There were also concerns whether they could complete all assignments in a timely manner. Preceptors were concerned with inter-rater variability as WBAs were perceived to be subjective. They found the training framework to be more resource-intensive in terms of manpower and time. There were more documentation requirements. There was confusion on the various WBA tools, types of cases and complexities of cases that could be used for assessment. Preceptors also shared that implementation of the revised framework varied across institutions and the process for document submission to SPC was unclear.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">B. Group Interviews<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Thirteen interview sessions with 34 participants were conducted between September 2023 and January 2024.\u00a0 Four group interviews were conducted with 15 pre-regs (100%), and six were conducted with 19 preceptors (19\/24, 79.2%). Two preceptors and one pre-reg had individual interviews due to conflicting schedules.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">C. Theme 1: Validity and Reliability<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">1) Professional Activities for Direct Patient Care:<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Both preceptors and pre-regs agreed that the PAs for direct patient care were clear and appropriate. The six PAs accurately represented the competencies of a Day-1 pharmacist, and no revisions were suggested. However, there were differing views on the following:<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">a) The core categories under PA 2 (Accurate Supply of Medications) were not applicable to all settings.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cMedicines, quite easy\u2026but the wound management part\u2026Very limited chance, almost sometimes none, depends on the luck, that there will be wound dressing questions.\u201d \u2013 Preceptor1<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">b) There were differing opinions on appropriateness of the passing criteria of Level 3C for PA3 (Educate Patients). <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cA 3C and a 4 requires a lot of trust\u2026 so I feel that (3C) is a bit too high for PR1\u201d- Preceptor9<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cBecause I can\u2019t expect them to go into PR2 without a 3C level or so\u2026 I did have an expectation of them to be at this level.\u201d- Preceptor7<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cI feel\u2026the gradings were quite tough (to achieve)\u201d &#8211; Pre-reg13<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">c) The number of evidence required e.g. 10 case notes for PA1 (Develop and Implement a Care Plan) may not be sufficient. However, preceptors mitigated the concern with WBAs that were formally introduced with the framework.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cI think 10 (SOAP notes) is definitely not enough for me to do a very good evaluation\u201d- Preceptor1<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cBut we have the new system (WBAs). I\u2019ll argue that you get a better understanding of the student\u2019s actual scope of knowledge\u2026It&#8217;s one thing when you have all of the notes on your side and you just craft out the best (written) answer (SOAP), it&#8217;s another to be able to test that on the spot to see if they actually know more\u201d- Preceptor6<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cFor direct patient care.. I feel that because of the new framework, I actually learn more.. like you get to apply what you learn in real life\u201d &#8211; Pre-reg5<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">2) Professional Activities for Indirect Patient Care: <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The five PAs for indirect patient care demonstrated poor validity due to the diverse functions pharmacists perform in the industry sector. PAs 7 and 8 were focused on regulatory affairs and restricted some pre-regs\u2019 exposure to other significant industry roles such as marketing and pharmacovigilance. This narrow focus could also limit the number of companies eligible to serve as training sites. Furthermore, PA8 which addressed the roles of the Responsible Person lacked clarity, particularly in its supporting tasks and assessment criteria.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The value proposition of having an indirect patient care rotation as part of registration requirement was raised.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cAre we expecting that all of them would be doing regulatory&#8230;to be doing commercial\u2026what is that functional competency we want to train the (pre-regs) on?\u201d &#8211; Preceptor18<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201c\u2026we really need to scope this pharma industry attachment\u2026 because if this is the trend moving forward\u2026to scope them as more of an introduction of indirect (patient care)\u2026 How indirect patient care actually is important role in your direct patient care\u201d- Preceptor19<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cBasically, I feel it\u2019s too streamlined already\u2026like we are all funnelled into the RA role only\u2026although there might be people like me who want to do other stuffs like commercial marketing, medical affairs etc\u201d &#8211; Pre-reg10<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">3) Professional Activity on Developing a Continuous Professional Development (CPD) Plan:<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">PA6 (Developing a CPD Plan) required greater clarity in terms of its conduct and the template to be used. Several preceptors were unsure how to assess the CPD plans and to guide their pre-regs in developing one. Preceptors also proposed to reduce the number of CPD reviews over the 22-week training period. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201c\u2026the CPD, which (my pre-reg) needs to do in the beginning, in the mid and then at the end. It seems to be just repeating only.\u201d- Preceptor10<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201c For my student, she doesn&#8217;t really know what a CPD entails\u2026 she didn&#8217;t really know exactly how to fill it in. So when she did fill it in, understandably it was quite general. So she just copied paste\u2026doesn&#8217;t really know what she needs to know\u201d- Preceptor1<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cCan I ask if CPD is really necessary?\u201d &#8211; Pre-reg1<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cActually I am thinking for the final CPD, it can be better formatted\u2026in the sense that we know there is a part on future learning plan and action plan\u2026but it\u2019s already our final week, so we don\u2019t know how applicable it is to us \u2013 like we draft a learning plan, but when will we get to execute it\u201d \u2013 Pre-reg6<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">4) Assessments and Supervision Scale:<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The supervision scale was found to be intuitive and descriptive as it reflected how independence and supervision is accorded for work. It was preferred over the \u201cCompetent or Not Yet Competent\u201d (C\/NYC) rating in the previous assessment framework. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cI think C\/NYC is like there&#8217;s no gray (area)\u2026Most time\u2026it&#8217;s not really to the extent that it\u2019s NYC, so yeah, you just end up with a C\u2026I think (the supervision scale) is real\u2026you\u2019ll be managing them like that in the workplace\u201d- Preceptor7<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201c I think [the supervision scale] is better \u2026clearer to the PRPs as well\u2026\u201d\u201cI feel my student has more progress \u2026she\u2019s at 3A\u2026Let\u2019s try to progress her to 3B\u2026there was no such articulation [in the previous framework]\u201d &#8211; Preceptor1<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">There was varied interpretation on the \u201cminimum number for WBAs to be completed satisfactorily\u201d. Some preceptors performed the minimum number regardless of assessment outcomes while others aimed to achieve the required passing criteria for all WBAs. There were also concerns about assessor variability affecting the assessment outcomes. Some pre-regs felt that the ratings were not reflective of their actual competencies as the preceptors would just give them the minimum rating for them to pass. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cFor the same assessment, one preceptor may grade me as 3B, but to another preceptor, I may be a 3A\u201d \u2013 Pre-reg8<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cBecause no matter how we perform, I feel eventually our preceptor will just pass us by giving us the bare minimum score required\u201d- Pre-reg10<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Mini-CEXes and Case-based discussions were conducted in a variety of ways due to a lack of understanding of the purpose of different assessment methods. Multi-source feedback (MSF) contributed to the administrative load for indirect patient care preceptors.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cHow do you decide if this is a mini-CEX and this one is a CBD\u2026 in the end what I did was like CBD is (for) more complex cases then mini-CEX is (for) easier (cases)?\u201d &#8211; Preceptor9<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">5) Mindset Shift: <\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Preceptors were unclear of the mindset shift required for prospective decision making that integrated learner attributes \u2013 agency, reliability, integrity, humility and capability (ARICH), when using the supervision scale under the revised framework. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cThe new framework is actually very content(-based), it doesn&#8217;t focus a lot on attitude actually. So if they can get the content done, but their attitude is very poor, I think\u2026we can still pass them actually, but their attitude will be reflected in the comments\u201d- Preceptor12<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">D. Theme 2: Process<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Both preceptors and pre-regs welcomed the change. Pre-regs felt that the revised framework would facilitate a smoother transition to post-course pre-registration training. The preceptors found the revised framework rewarding as it allowed them to be part of the pre-regs\u2019 developmental journey. Pre-regs were viewed as a key success factor for the implementation of the revised framework to be successful and should be empowered to exercise their agency with proper preparation. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The initial implementation process was described as \u201cmessy\u201d, and some participants felt \u201cstressful\u201d due to the perceived increase in workload and documentation requirements. Better clarity was needed in terms of the assessment requirements and different types of WBAs to be used.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">E. Theme 3: Comfort and Confidence<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">1) Framework:<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Pre-regs were comfortable with the framework and were confident that it would prepare them well for post-course pre-registration training. Preceptors welcomed the change and felt that the framework was learner-centric. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cCompared to the previous (framework)\u2026good change yes\u2026there\u2019s really a lot more feedback\u2026that is now in black and white\u2026For the preceptor, more time-consuming. But I guess if we think in terms of learner-centric kind of role it&#8217;s good for the learners.\u201d- Preceptor11<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">However, they were concerned about scalability due to resourcing concerns.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cNow (phased implementation) is maybe one or two (PRPs on the revised framework per rotation). It&#8217;s still fine, but I think really eight at one go\u2026is gonna be pretty overwhelming\u2026 And then I think the volume might dilute the effort to give feedback after a while.\u201d- Preceptor13<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Preceptors further suggested for cross-learning amongst institutions on framework and WBA implementation, and for more resource materials to be included in the implementation toolkit. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">2) Defensibility of Training Decisions:<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Preceptors highlighted concerns on the defensibility of training decisions and felt compelled to pass pre-regs due to potential implications related to remediation and its consequences on training capacity and delay in graduation.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cIt\u2019s difficult for us not to pass them because it means we need to extend them. Then what are we going to do? Logistically, I think you all know it is very difficult\u201d \u2013 Preceptor2<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-GB\">\u201cOnce bitten, twice shy.\u00a0 (I document) like everything\u2026 if they are going to have issues then I have to bring up the details.\u201d \u2013 Preceptor5<\/span><\/i><\/p>\r\n<p style=\"text-align: center;\"><strong><span lang=\"EN-GB\">IV. <\/span>DISCUSSION<\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The revised training and assessment approach uses professional activities (PAs) to frame the assessment, akin to the Entrustable Professional Activities (EPA) approach developed by Cate (2018). In a scoping review conducted by Hennus et al. (2002), the authors found that most programmes used a mix of logics to establish a framework of EPAs. These logics could be categorised into four broad areas: i) service provision, ii) procedures, iii) disease or patient group, and iv) non-EPAs that are unsuitable for summative entrustment decisions but are important as they describe the abilities physicians require to effectively meet healthcare needs (e.g., developing a CPD plan, PA6). <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">We chose a mixed logic approach to develop our PAs as pharmacists can practise in various settings. <\/span><span lang=\"EN-US\">The \u201cmixed logic approach\u201d refers to the use of multiple design logics (e.g., task-based, setting-based, developmental) to develop professional activities. We link this to Hennus et al.&#8217;s (2022) framework on EPA design and align it with the iterative, participatory principles of action research (Plan-Act-Observe-Reflect). <\/span><span lang=\"EN-GB\">In Singapore, slightly more than half (approximately 55%) of our locally registered pharmacists work in patient care areas (tertiary hospitals, polyclinics, and retail pharmacies), while the remaining work in indirect patient care areas such as pharmaceutical industries and regulatory bodies (data provided by SPC). The Committee thus envisioned a training system whereby pharmacists from both settings could collaborate and co-develop outcomes for a holistic training programme for our local graduates. For harmonisation across all training sites, PAs for indirect patient care areas were developed. As not all professional activities fit the descriptors of an EPA as described by Cate and Taylor (2020), we have chosen to describe them as professional activities instead of EPAs. PAs 1 to 6 were adapted from those used for new pharmacy graduates in USA (Haines et al., 2017) and the general level training of junior pharmacists in a local academic medical centre since 2019, whereas PAs 7 to 10 were developed by local domain experts from the pharmaceutical industry and regulatory authority.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The results of our study showed that PAs for direct patient care were valid and mostly pegged appropriately to entry to practice level pharmacists. There were concerns about the supervision level for PA3 which some preceptors felt that it was pegged beyond an entry level pharmacist. Preceptors felt that it would be difficult to achieve the suggested level within a short duration of 11 weeks especially when this is the first pre-licensing assessment in their undergraduate days. To the best of our knowledge, there have been no PAs developed for pharmacists working in pharmaceutical companies. It was challenging to develop PAs due to the diverse roles pharmacists can play in the indirect patient care areas. Hence, preceptors felt that PAs 7 and 8 were too restrictive. Furthermore, the value preposition of having an indirect patient care rotation was unclear. Henceforth, there were varied opinions on what would constitute indirect patient care PAs. As SPC has not implemented CPD yet, PA6 will need to be refined further for clarity.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">As WBAs were not widely used in all participating training institutions, there were varying comfort levels and understanding amongst preceptors and pre-regs in using mini-CEX and CBD for assessments. Resourcing for manpower, contact time with pre-regs and documentation were cited as key concerns among the preceptors. Similar concerns were raised by Massie and Ali (2015), who suggested approaches to alleviate these issues, including clarifying the purpose of WBA, mandatory training to reduce inter-rater variability and increasing trainees\u2019 engagement with the WBA tools, building training time into preceptors&#8217; responsibilities, as well as improving accessibility to WBA forms with tablet\/smartphone applications (Massie &amp; Ali, 2015; So et al., 2024).<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The pre-regs\u2019 concerns about inter-rater variability were valid concerns as it may impact the reliability of the revised training and assessment framework. This was subsequently mitigated with additional training sessions for preceptors and several preceptor townhalls to address queries and concerns. Further Phase 2 research is required to understand the preceptors\u2019 concerns with \u2018failure-to-fail\u2019 and ensuring defensibility of their decisions as these may potentially compromise the quality of pre-regs who exit the programme and contribute to unpleasant training experience for preceptors through an onerous documentation workload.<\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">The initial implementation process was highlighted as \u201cmessy\u201d. Submission of training documents to SPC was done manually as the online registration system was not updated for the revised framework. Moving forward, the registration system will be renewed to support the submission of the training documents in a seamless manner. To mitigate the initial confusion and understanding of PA requirements, SPC will collaborate with NUS to conduct detailed briefing sessions for pre-regs in the subsequent phases of implementation. This is to better enable the students to drive their own learning during rotations, as highlighted by preceptors. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Overall, preceptors and PRPs welcomed the change and are supportive of the revised framework. Many felt that the change was a clearer reflection of the daily work as a pharmacist. The Committee had reviewed the key study findings and proposed the following recommendations and action plans which were implemented prior to Phase 2:<\/span><\/p>\r\n<ol style=\"text-align: justify;\">\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">The Indirect Patient Care PAs were further refined for clarity and to broaden the scope beyond regulatory affairs.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">The number of CPD plan reviews for PR1 were reduced from six to four. <\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">The number of documents for SPC submission was streamlined to ease administrative burden.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">The toolkit was updated to reflect changes made and included frequently asked questions, providing both pre-regs and preceptors with comprehensive information.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">Emphasis on WBAs was increased at the national faculty development workshops that were conducted to upskill existing preceptors.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">SPC worked with NUS to conduct more in-depth briefing sessions prior to the start of their PR1 training, to better prepare pre-regs to navigate the training requirements.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">SPC established a Pre-Registration Training Advisory Committee to better support preceptors in the implementation of the framework.<\/span><\/li>\r\n\t<li><span lang=\"EN-GB\"> <\/span><span lang=\"EN-GB\">SPC will commence an annual faculty development event for preceptors to share best-practices.<\/span><\/li>\r\n<\/ol>\r\n<p>&nbsp;<\/p>\r\n<p style=\"text-align: justify;\"><i><span lang=\"EN-US\">A. Limitation<\/span><\/i><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-US\">This study is limited to the context settings of the participating PR1 rotation sites and has a small sample size, thereby limiting the generalisability of findings.<\/span><\/p>\r\n<p style=\"text-align: center;\"><strong>V. CONCLUSION<\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">A robust training and assessment framework, incorporating meaningful placement experiences, is essential for pre-regs to develop and demonstrate their competence for professional practise. This study shares our experience of implementing PAs in pre-registration training across both direct and indirect care settings, and how action research guided our phased framework implementation. The findings may benefit other international pharmacy institutions implementing EPA frameworks. As this framework is newly established, longitudinal monitoring of PRPs\u2019 post-training performance will be necessary to validate its effectiveness in developing the required workforce and to inform further programme refinements.<\/span><\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Notes on Contributors<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\">Sei Keng Koh was involved in the conceptualisation of this paper, writing and revision.<br \/>\r\nLi Wen Loo was involved in the conceptualisation of this paper, interviewing, data analysis, writing and revision.<br \/>\r\nZhining Goh was involved in the conceptualisation of this paper, interviewing, data analysis and revision of manuscript.<br \/>\r\nDujeepa D. Samarasekera was involved in the design of the research methodology and in the revision of the manuscript.<br \/>\r\nCarolyn Ching Ching Ho was involved in the revision of manuscript.<br \/>\r\nPaul John Gallanger was involved in the revision of the manuscript.<br \/>\r\nWai Keung Chui was involved in the revision of the manuscript.<br \/>\r\nCamilla Ming Lee Wong was involved in the revision of the manuscript.<\/p>\r\n<p align=\"center\"><strong><span lang=\"EN-GB\">Ethical Approval<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">Ethical approval was obtained from the Institutional Review Boards of the Singapore Health Services (CIRB ref: 2023\/2393) and the National University of Singapore.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Data Availability<\/span><\/strong><\/p>\r\n<p><span lang=\"EN-GB\">No data was given to share transcript data and analysis.<\/span><span lang=\"EN-GB\">\u00a0<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Acknowledgement<\/span><\/strong><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">We thank the Singapore Pharmacy Council, the Pre-Registration Training Standards Committee, the preceptors and pre-registration pharmacists for their support in this research study. <\/span><\/p>\r\n<p style=\"text-align: justify;\"><span lang=\"EN-GB\">We thank Mr Richmond Ng from the Singapore Pharmacy Council for his assistance with the data extraction.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Funding<\/span><\/strong><\/p>\r\n<p><span lang=\"EN-GB\">There is no funding support for this study.<\/span><\/p>\r\n<p style=\"text-align: center;\"><strong><span lang=\"EN-GB\">Declaration of Interest<\/span><\/strong><\/p>\r\n<p><span lang=\"EN-GB\">All authors have no potential conflicts of interest.<\/span><\/p>\r\n<p align=\"center\" style=\"text-align: center;\"><strong><span lang=\"EN-GB\">References<\/span><\/strong><\/p>\r\n<p style=\"text-align: left;\">Abeyaratne, C., &amp; Galbraith, K. (2023). A review of entrustable professional activities in pharmacy education.\u00a0<i>American Journal of Pharmaceutical Education, 87<\/i>(3), ajpe8871. <span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.5688\/ajpe8872\"><span lang=\"EN-SG\">https:\/\/doi.org\/10.5688\/ajpe8872<\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: left;\">Abeyaratne, C., &amp; Galbraith, K. (2024). Implementation and evaluation of entrustable professional activities for a pharmacy intern training program in Australia.\u00a0<i>American Journal of Pharmaceutical Education, 88<\/i>(12), 101308.\u00a0<span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1016\/j.ajpe.2024.101308\"><span lang=\"EN-SG\">https:\/\/doi.org\/10.1016\/j.ajpe.2024.101308<\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: left;\">Castillo-Montoya, M. (2016). Preparing for interview research: The interview protocol refinement framework.\u00a0<i>The Qualitative Report, 21<\/i>(5), 811\u2013831.\u00a0<span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.46743\/2160-3715\/2016.2337\"><span lang=\"EN-SG\">https:\/\/doi.org\/10.46743\/2160-3715\/2016.2337<\/span><\/a><\/span><span lang=\"EN-US\"> <\/span><\/p>\r\n<p style=\"text-align: left;\">Cate, O. T. (2005). Entrustability of professional activities and competency-based training. <i>Medical Education<\/i>, <i>39<\/i>(12), 1176\u20131177.<span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1111\/j.1365-2929.2005.02341.x\"><span lang=\"EN-SG\"> https:\/\/doi.org\/10.1111\/j.1365-2929.2005.02341.x<\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: left;\">Cate, O. T. (2018). A primer on entrustable professional activities. <i>Korean Journal of Medical Education<\/i>, <i>30<\/i>(1), 1\u201310. <span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.3946\/kjme.2018.76\"><span lang=\"EN-SG\">https:\/\/doi.org\/10.3946\/kjme.2018.76<\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Cate, O. T., &amp; Taylor, D. R. (2020). The recommended description of an entrustable professional activity: AMEE Guide No. 140.\u00a0<i>Medical Teacher<\/i>,\u00a0<i>43<\/i>(10), 1106\u20131114.\u00a0<\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1080\/0142159x.2020.1838465\">https:\/\/doi.org\/10.1080\/0142159x.2020.1838465<\/a><\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: left;\">Dikko, M. (2016). Establishing construct validity and reliability: Pilot testing of a qualitative interview for research in Takaful (Islamic Insurance).\u00a0<i>The Qualitative Report, 21<\/i>(3), 521\u2013528.\u00a0<span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.46743\/2160-3715\/2016.2243\"><span lang=\"EN-SG\">https:\/\/doi.org\/10.46743\/2160-3715\/2016.2243<\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">George, T. (2024). What is action research? Definitions and examples. Retrieved February 9, 2025, from <\/span><a href=\"https:\/\/www.scribbr.com\/methodology\/action-research\/\"><span lang=\"EN-GB\">https:\/\/www.scribbr.com\/methodology\/action-research\/<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">Goh, D. L., Samarasekera, D. D., &amp; Jacobs, J. L. (2015). Implementing entrustable professional activities at Yong Loo Lin School of Medicine Singapore undergraduate medical education program. <i>South\u2010East Asian Journal of Medical Education<\/i>, <i>9<\/i>(1), 5. <\/span><a href=\"https:\/\/doi.org\/10.4038\/seajme.v9i1.90\"><span lang=\"EN-GB\">https:\/\/doi.org\/10.4038\/seajme.v9i1.90<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">Haines, S. T., Pittenger, A. L., Stolte, S. K., Plaza, C. M., Gleason, B. L., Kantorovich, A., McCollum, M., Trujillo, J. M., Copeland, D. A., Lacroix, M. M., Masuda, Q. N., Mbi, P., Medina, M. S., &amp; Miller, S. M. (2017). Core entrustable professional activities for new pharmacy graduates. <i>American Journal of Pharmaceutical Education<\/i>, <i>81<\/i>(1), S2. <\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.5688\/ajpe811s2\"><span lang=\"EN-GB\">https:\/\/doi.org\/10.5688\/ajpe811s2<\/span><\/a><\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Hennus, M. P., Van Dam, M., Gauthier, S., Taylor, D. R., &amp; Cate, O. T. (2022). The logic behind entrustable professional activity frameworks: A scoping review of the literature.\u00a0<i>Medical Education<\/i>,\u00a0<i>56<\/i>(9), 881\u2013891.\u00a0<\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1111\/medu.14806\">https:\/\/doi.org\/10.1111\/medu.14806<\/a><\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Lau, S. T., Ang, E., Samarasekera, D. D., &amp; Shorey, S. (2020). Development of undergraduate nursing entrustable professional activities to enhance clinical care and practice.\u00a0<i>Nurse Education Today<\/i>,\u00a0<i>87<\/i>, 104347.\u00a0<\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1016\/j.nedt.2020.104347\">https:\/\/doi.org\/10.1016\/j.nedt.2020.104347<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Massie, J., &amp; Ali, J. M. (2015). Workplace-based assessment: A review of user perceptions and strategies to address the identified shortcomings.\u00a0<i>Advances in Health Sciences Education<\/i>,\u00a0<i>21<\/i>(2), 455\u2013473.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s10459-015-9614-0\">https:\/\/doi.org\/10.1007\/s10459-015-9614-0<span lang=\"EN-GB\"><\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">Ministry of Health, Chief Pharmacist\u2019s Office. (2024). Development Framework for Pharmacists (DFP).<\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">Richardson, C. L. (2024). Entrustable professional activities: A new approach to supervising trainee pharmacists on clinical placements. Retrieved February 9, 2025, from <\/span><a href=\"https:\/\/pharmaceutical-journal.com\/article\/ld\/entrustable-professional-activities-a-new-approach-to-supervising-trainee-pharmacists-on-clinical-placements\"><span lang=\"EN-GB\">https:\/\/pharmaceutical-journal.com\/article\/ld\/entrustable-professional-activities-a-new-approach-to-supervising-trainee-pharmacists-on-clinical-placements<\/span><\/a><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-GB\">Singapore Pharmacy Council. (2010, March). Competency standards for Singapore pharmacists.<\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">So, H., Choi, Y., Chan, P., Chan, A. K., Ng, G. W., &amp; Wong, G. K. (2024). Workplace-based assessments: What, why, and how to implement?\u00a0<i>Hong Kong Medical Journal<\/i>, <i>30<\/i>(3), <\/span>250\u2013254. <span lang=\"EN-US\"><\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.12809\/hkmj2311361\">https:\/\/doi.org\/10.12809\/hkmj2311361<\/a><\/span><span lang=\"EN-GB\"><\/span><\/p>\r\n<p style=\"text-align: left;\">Zainuldin, R., &amp; Tan, H. Y. (2023a). Entrustable professional activities developed for allied health entry-level programs across a national level training standards framework in Singapore. <i>PubMed<\/i>, <i>52<\/i>(2), 104\u2013112. <span lang=\"EN-US\"><a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/37269028\"><span lang=\"EN-SG\">https:\/\/pubmed.ncbi.nlm.nih.gov\/37269028<\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: left;\">Zainuldin, R., &amp; Tan, H. S. K. (2023b). Entrustable professional activities implementation in undergraduate allied health therapy programs. <i>The Asia Pacific Scholar<\/i>, <i>9<\/i>(1), 42\u201348. <span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.29060\/taps.2024-9-1\/sc2997\"><span lang=\"EN-SG\">https:\/\/doi.org\/10.29060\/taps.2024-9-1\/sc2997<\/span><\/a><\/span><\/p>\r\n<p style=\"text-align: left;\"><span lang=\"EN-US\">Zhou, W., Poh, C. L., Chan, H. L., &amp; Shorey, S. (2022). Development of entrustable professional activities for advanced practice nurses education.\u00a0<i>Nurse Education Today<\/i>,\u00a0<i>116<\/i>, 105462.\u00a0<\/span><span lang=\"EN-US\"><a href=\"https:\/\/doi.org\/10.1016\/j.nedt.2022.105462\">https:\/\/doi.org\/10.1016\/j.nedt.2022.105462<\/a><\/span><span lang=\"EN-US\"><\/span><\/p>\r\n<p>*Sei Keng Koh <br \/>\r\nDivision of Pharmacy, Singapore General Hospital<br \/>\r\nLevel 9, SingHealth Tower<br \/>\r\n10 Hospital Blvd, Singapore 168582<br \/>\r\n+65-81251901<br \/>\r\nEmail: koh.sei.keng@sgh.com.sg<\/p>","protected":false},"featured_media":0,"parent":0,"menu_order":7,"template":"","issues_category":[12],"archive_category":[],"issue_type":[25],"volume_category":[61899],"class_list":["post-73136","issues","type-issues","status-publish","hentry","issues_category-original-articles","issue_type-past-issue","volume_category-volume-11-number-1-january-2026"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v26.4 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Using action research to evaluate a pre-registration pharmacist training and assessment framework in Singapore: Results from Phase 1 implementation - The Asia Pacific Scholar<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/medicine.nus.edu.sg\/taps\/issues\/using-action-research-to-evaluate-a-pre-registration-pharmacist-training-and-assessment-framework-in-singapore-results-from-phase-1-implementation\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Using action research to evaluate a pre-registration pharmacist training and assessment framework in Singapore: Results from Phase 1 implementation - The Asia Pacific Scholar\" \/>\n<meta property=\"og:description\" content=\"Submitted: 28 February 2025 Accepted: 24 June 2025 Published online: 6 January, TAPS 2026, 11(1), 32-43 https:\/\/doi.org\/10.29060\/TAPS.2026-11-1\/OA3683 Sei Keng Koh1,2, Li Wen Loo1,2, Zhining Goh1,3, Dujeepa D. 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