Outcomes, barriers and enablers of post-registration education for Australian registered pharmacists: A qualitative descriptive study

The experiences of pharmacists undertaking post-registration education in Australia remain unclear. This paper aims to identify the perceived barriers, enablers, and outcomes of post-registration education for pharmacists in Australia to support future program development. A qualitative descriptive study design was employed. Australian pharmacists who have completed or nearly completed post-registration education programs were recruited using purposive and convenience sampling. We used semi-structured interviews to collect data that was subsequently analysed using reflexive thematic analysis. Themes were then interpreted using social cognitive theory as a sensitising framework. Interviews were undertaken with 19 pharmacists and lasted a mean of 46 min (SD = 9). Four overarching themes regarding barriers and enablers to education predominated throughout the interviews: learners benefit from experiential education, through authentic examples and practical experience; learners are supported through mentorship and social supports; learners are intrinsically motivated but require extrinsic mechanisms, supports, and clarity of expectations; and learners require flexibility for their diverse needs. One overarching theme related to outcomes for learners, including clinical and non-clinical skills, an evolved professional confidence, and a holistic understanding of health systems and person-centred care. Findings indicate that education should be practical and relevant, and involve complex social interactions. Education programs should have clear expectations and structures with inbuilt flexibility for individual needs. This research reflects existing theories of adult learning, most notably social cognitive theory. Prioritising this theory in future programs may enable future education programs in ensuring that pharmacists become, and remain, lifelong learners.