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

Board Notices

Standard for Tutor Training Programmes

8. International Comparability
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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.