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A rigorous learning needs assessment (LNA) is a crucial initial step in the Continuing Professional Development (CPD) process. This scoping review aimed to collate, summarize, and categorize the reported LNA approaches adopted to inform healthcare professional CPD and highlight the gaps for further research.In August 2020, nine bibliographic databases were searched for studies conducted with any health professional grouping, reporting the utilized LNA to inform CPD activities. Two reviewers independently screened the articles for eligibility and charted the data. A descriptive analytical approach was employed to collate, summarize, and categorize the literature.151 studies were included in the review; the majority adopted quantitative methods in the form of self-assessment surveys. Mixed-methods approaches were reported in only 35 studies. Descriptions of LNA development lacked detail of measures taken to enhance their rigor or robustness.These findings do not reflect recommendations offered by the CPD literature. Further investigations are required to evaluate more recently advocated LNA approaches and add to their limited evidence-base. Similarly, the existing support afforded to CPD developers warrants further study in order to identify the necessary resource, infrastructure and expertise essential to design and deliver effective CPD programs.

Background Routine utilization of evidence-based clinical practice guidelines (CPGs) is an effective strategy to optimize patient care and reduce practice variation. Healthcare professionals’ failure to adhere to CPGs introduces risks to both patients and the sustainability of healthcare systems. The integration of theory to investigate adherence provides greater insight into the often complex reasons for suboptimal behaviors. Aim To determine the coverage of literature surrounding the use of theory in studies of CPG adherence, report the key findings and identify the knowledge gaps. Method In April 2021, three bibliographic databases were searched for studies published since January 2010, adopting theory to investigate health professionals’ adherence to CPGs. Two reviewers independently screened the articles for eligibility and charted the data. A narrative approach to synthesis was employed. Results The review includes 12 articles. Studies were limited to primarily investigations of physicians, quantitative designs, single disease states and few countries. The use of behavioral theories facilitated pooling of data of barriers and facilitators of adherence. The domains and constructs of a number of the reported theories are captured within the Theoretical Domains Framework (TDF); the most common barriers aligned with the TDF domain of environmental context and resources, fewer studies reported facilitators. Conclusion There is emerging use of behavioral theories investigating physicians’ adherence to CPGs. Although limited in number, these studies present specific insight into common barriers and facilitators, thus providing valuable evidence for refining existing and future implementation strategies. Similar investigations of other health professionals are warranted.

The need for continuing professional development (CPD) within the healthcare profession is well established. A rigorous learning need assessment (LNA) is a crucial initial step in the CPD process. Given the scarcity of the systematic and comprehensive approaches to the process of undertaking a LNA, this scoping review aims to collate the reported methods adopted for conducting a LNA in the context of health professional CPD. The authors searched PubMed, Embase, CINAHL, ERIC, IPA, APA PsycArticles, and Google Scholar for English studies published from database inception until the end of August 2020. A manual search of the reference lists of the included studies was conducted. Two reviewers screened the articles for eligibility using the inclusion criteria. All authors extracted the key data and a narrative approach to synthesize the data was employed. We included 151 studies in the review. The majority of the studies adopted quantitative methods (85 studies; 56.3%). The most commonly used methods to investigate learning needs were surveys alone (81 studies; 53.6%). The majority of studies reported the needs assessment from the perspective of clinicians (144 studies 95.4%) and it was very rare that individual studies investigated the perspectives of more than one stakeholder. Methods of conducting LNA included assessment of various gaps (e.g. knowledge, skill) in the target audience. Self-assessment of knowledge was the most frequently assessed gap (65 studies; 43%). Majority of the studies provided some details describing how the findings of the learning needs assessment were used. The most commonly reported findings were to inform future CPD content and delivery. The findings from this study demonstrate the lack of published evidence of systematic and comprehensive approaches to LNA for the purpose of informing CPD for healthcare professionals. Future studies that aim for developing systemic LAN approaches are recommended.

Background: Medication errors are avoidable events that could occur at any stage of the medication use process. They are widespread in the healthcare system and are associated with increased risk of morbidity and mortality. Implementing a clinical pharmacist is one strategy that is believed to reduce medication errors in the general population including pediatric patients who are more vulnerable to medication errors due to several contributing factors including the challenges of weight-based dosing. Aim: The aim of this study is to qualitatively and quantitatively evaluate the impact of clinical pharmacist interventions on medication error rates for hospitalized pediatric patients. Methodology: PubMed, Embase, Cochrane and Google Scholar search engines were searched from database inception to February 2019. Study selection, data extraction and quality assessment was conducted by two independent reviewers. Observational and interventional studies were included. Data extraction was done manually and the Crowe Critical Appraisal Tool (CCAT) was used to critically appraise eligible articles. Summary odds ratios (ORs) with 95% confidence intervals (CIs) were calculated using a random-effects model for rates of medication errors. Results: A total of 19 studies were systematically reviewed and 6 studies (29 291 patients) were included in the meta-analysis. Pharmacist interventions involved delivering educational sessions, reviewing prescriptions, attending rounds and implementing a unit-based clinical pharmacist. The systematic review showed that the most common trigger for pharmacist interventions was inappropriate dosing. Pharmacist involvement was associated with significant reductions in the overall rate of medication errors occurrence (OR, 0.27; 95% CI, 0.15 to 0.49). Conclusion: The most common cause for pharmacist interventions in pediatric patients at hospital settings was inappropriate dosing. Overall, pharmacist interventions are effective at reducing medication error rates.