Acts Online
GT Shield

Pharmacy Act, 1974 (Act No. 53 of 1974)

Board Notices

Standard for Tutor Training Programmes

8. International Comparability

 

In several countries where tutors supervise Pharmacist Interns, prospective tutors are required to complete a tutor training programme prior to registration as a tutor.

 

The Pharmacy Board of Australia advises prospective pharmacy tutors to complete an Australian Pharmacy Council accredited training programme prior to seeking registration as a supervising pharmacist for Pharmacist Interns. One of the accredited training programmes is a programme developed by the Pharmacy Guild of Australia Pharmacy Academy. The preceptor (tutor) training programme consists of four modules:

 

Module 1: Understanding requirements.

Module 2: Establishing the learning relationship.

Module 3: Learning in the workplace.

Module 4: Managing the intern over time.

 

The Council of the Pharmaceutical Society of Ireland requires all prospective tutors to complete a tutor training programme prior to registration as a tutor. The required training can be undertaken as a self-directed online course or through the attendance of a training webinar.

 

The Royal Pharmaceutical Society (United Kingdom) requires pharmacist supervisors for foundation phase trainees (pre-registration training equivalent to internship in South Africa) to have received relevant training in workplace-based learning, assessments and feedback. Essential outcomes from such training should include:

 

(i) Overview of the Foundation Pharmacy Framework and Programme.
(ii) Roles & Responsibilities of Foundation pharmacists & Tutors.
(iii) Assessment in the workplace (workplace-based assessment tools and record of in-training assessment).
(iv) Delivering feedback in the workplace.
(v) Dealing with difficult situations – what resources and support/lines of referral are available.
(vi) Portfolio building.

 

Additional outcomes that would be desirable are:

 

(i) Identifying different learning needs and styles.
(ii) Developing your coaching style.
(iii) Peer observation of teaching.
(iv) Reflective Practice E Support for Tutors.
(v) Recognition for the role of Tutor.