Continuing Professional Development Programme Research Articles

Microcredentials training in pharmacy practice and education: an exploratory study of its viability and pharmacists\u2019 professional needs

BackgroundMicrocredentials (MCs) are short courses that certify/recognise an individual’s achievement of specific skills or knowledge. Schools of pharmacy could be well-placed to contribute to the continuing professional development (CPD) of pharmacists through the inclusion of MCs training in their programs. This study aimed to explore pharmacy professionals’ views on the need and viability of MC courses globally.MethodsEleven semi-structured telephone interviews were conducted with pharmacy practitioners, policymakers, and academics across seven countries. The participants were selected using purposive sampling to explore information from varying pharmacy disciplines. Interviews were audio-recorded, transcribed verbatim, and analysed using a general inductive approach.ResultsParticipants regarded MCs in pharmacy as an innovative idea, well-suited to the increasingly technology-driven world. They believe MCs provide easily accessible means of skills and knowledge acquisition that fulfils the needs of the pharmacy profession. MCs were also perceived as an alternative pathway of meeting the requirements of traditional CPD programmes. Many participants believe universities are well-suited to provide MCs; however, numerous challenges such as recognition, time and resources have been identified as potential barriers to enrolment and implementation.ConclusionsThis study provides an insight into the views of pharmacy practitioners and academics on MCs, and their potential utility in pharmacy education and practice. The findings should help in the development of MCs that could be utilised by pharmacy practitioners around the world for CPD purposes. This study comes at a time when alternative models of teaching and learning are being explored as a direct result of the COVID-19 pandemic.

Economic evaluation of CPD activities for healthcare professionals: A scoping review.

ContextContinuing professional development (CPD) activities for healthcare professionals are central to the optimisation of patient safety and person‐centred care. Although there is some evidence on the economics of healthcare professionals training, very little is known about the costs and benefits of CPD.MethodsThis study aimed to review the research evidence on economic evaluations of CPD activities for healthcare professionals. CINAHL, MEDLINE/PubMed, Scopus, Econlit and Web of Science databases were used to identify articles published between 2010 and 2021.ResultsOf the 6791 titles identified, 119 articles met the inclusion criteria and were included in this scoping review. The majority of articles were partial economic evaluations of CPD programmes (n = 70); half were from the USA. Studies that included multiple professions were most prevalent (n = 54), followed by nurses (n = 34) and doctors (n = 23). Patient outcomes were the most commonly reported outcome (n = 51), followed by change in clinical practice (n = 38) and healthcare professionals' knowledge gain (n = 19).ConclusionsThere is an urgent call for more evidence regarding the economic evaluations of CPD. This is particularly important in view of the rising costs of healthcare globally. The majority of studies included in this review did not provide detailed information on the evaluations and many focused exclusively on the cost of CPD activities rather than outcomes.

Working With Interpreters And Ethnic Minority Victims/Survivors Of Child Sexual Abuse (CSA): Results From A Program Evaluation Study In Australia

To address paucity in both general knowledge and about service provision, a Continuing Professional Development (CPD) program on ethnic minority victims/survivors of child sexual abuse (CSA) was developed and evaluated over six months in Australia using mixed-methods (T1 n=112, T2 n=44). This paper reports the findings in relation to working with interpreters. It was found that many practitioners are unable to use only trained interpreters due to resource and organisational policy constraints; there is desire and intention among service organisations to provide such training to interpreters but low funding limits this; pre- and de-briefing were comparatively more common but still inconsistent due to specific client needs, the individual practitioner, and whether organisational policies expect these practices; and the four examined practices were higher among ethnic minority practitioners and in organisations specialised for ethnic minorities. Overall, there was insufficient evidence the program was effective in improving these four practices; likely reflecting a combination of sector-wide resource constraints and insufficient coverage of working well with interpreters within the program’s full content. The results still contribute plentiful ideas for future research. Importantly, the updated online version of the CPD program responded by developing a dedicated module to this critical practice area.

Evaluation of an ultrasound program in nationwide Continuing Professional Development (CPD) in Korean public health and medical institutions

BackgroundThe Education and Training Centre for Public Healthcare of the National Medical Centre plays a key role in providing continuing professional development (CPD) to 221 public health and medical institutions in South Korea. To assess the realization of the Centre’s core value and the intended changes, program evaluations are required. The context, input, process, and product (CIPP) model is particularly suitable for evaluating CPD in the public sector, as it allows for recognizing the dynamic nature of the program environment.MethodsThis research applied the CIPP model to the evaluation of CPD programs, particularly abdominal and thoracic ultrasound programs implemented in 2017 and 2018. Data were collected from 2017 to 2019. The program and its feedback were reviewed in the context evaluation. Based on this, a subsequent program strategy was established for the input evaluation. Observing the program in real time and recording its progress was followed in process evaluation. Finally, the outcomes and impacts of the program were reviewed and compared with baseline data in the product evaluation.ResultsIn context evaluation, the educational needs of the Centre’s CPD program recipients, impediments that inhibit participation in education, and resources that the Centre can utilize were identified through an online survey, focus group interviews and expert consultation. Through input evaluation, we identified the best alternative that satisfied all pre-selected criteria, which were responsiveness to priority system needs, potential effectiveness, fit with existing services, affordability, and administrative feasibility. Observing the program in real time and recording its progress were conducted in process evaluation, demonstrating that the augmented program went as planned, and even had to be expanded due to increased demand. The impact of the program was measured, interpreted, and assessed in the product evaluation. The review committee decided that the intended change had been occurred, thus the Centre decided to maintain the program.ConclusionA thorough evaluation is necessary to determine the potential benefits of CPD. The CIPP methodology is valuable for executing formative and summative evaluations. The CIPP model is particularly useful for securing accountability data for large-scale nationwide educational programs supplied by public funds.

Patient engagement in the Continuing Professional Development programs within the department of radiation oncology at the University of Toronto (UTDRO): A qualitative study

IntroductionThere is little research regarding patient engagement (PE) in Continuing Professional Development (CPD) programs in radiation oncology. This study aims to understand the barriers and enablers to PE in the design and implementation process of CPD programs, and advance PE in these programs moving forward. MethodsThis qualitative study involved 17 semi-structured interviews, with 5 cancer patients and 12 educators, conducted from June 2019 to April 2020. Interview data identified common themes, such as: the current state of PE in CPD programming, and key barriers and recommendations on how to engage patients in meaningful and practical ways. ResultsSix themes were identified related to PE: the concept of PE, ethical considerations, barriers, key considerations in planning resources, and the anticipated impact of PE on curriculum planning. ConclusionBoth patients and educators emphasized that creating and sustaining meaningful educator-patient relationships and giving patients an active and effective role in CPD planning would improve curriculum content. The University of Toronto Department of Radiation Oncology (UTDRO) should consider building this initiative into its strategic CPD priorities and ensure the appropriate infrastructure is in place.

Preschool teacher’s beliefs about creativity and children creativeness

The aim of this study was to determine what beliefs preschool teachers hold about creativity in general and about children’s creativeness. A total of 366 preschool teachers and preschool teaching assistants participated in the survey, by completing a questionnaire designed for the purposes of this study in Slovenia. The results show that participants predominantly believe that creativity is innate, that it is a characteristic of all people, and it can be developed, in some specific areas, such as the arts. Participants also believe that all children are creative, but not at the same level and not in all areas. They agree that children need motivation to express and develop their creativity, which indicates an awareness of the importance of encouraging creativity. An analysis of the different views on creativity among teachers and teaching assistants shows differences in perception of children’s creativeness It follows that the longer training of preschool teachers can provide not only more knowledge and a sense of competence in working with children, but also the possibility of an over-structured, curriculum-constrained and pre-determined framework of seeing the child. This is why the results of the survey - an insight into the perspectives of preschool teachers and preschool teaching assistants - represent an important contribution in the area of developing the creativity of preschool children. The survey results reflect on how to guide the work of preschool teachers in the direction of developing and supporting the creativity of preschool children, pointing to the fact that (i) preschool teachers must be trained how to identify, foster and facilitate children’s creativity and (ii) they should acquire these competences during initial teacher training programmes and nurture them through continuous professional development programmes.

Library Employees’ Perspective of Capacity Building through Continuing Professional Development in the Republic of Maldives

Due to many factors, particularly developments in technology, LIS professionals need to continuously refresh and upgrade their knowledge and skills through participation in continuing professional development (CPD) activities. The objective of this pilot study was to understand LIS employees’ perceptions, motivation, assessment, and preference for participation in CPD programs. Both quantitative and qualitative data collection techniques were used. An online questionnaire was administered, and 49 responses were received which was adequate considering the small size of the country. Seven semi-structured interviews were conducted via Zoom with four LIS employees representing national, academic, and school libraries and with three other LIS professionals in the country. Findings revealed that only 30.7% of the respondents had participated in any CPD learning programs. It was also revealed that LIS employees in the Maldives had access to a very limited number of LIS-related CPD programs. The CPD programs offered by the National Library of Maldives’s (NLM) were mainly targeted at new entrants to the profession as a majority of them were without any LIS qualification. As a result, appropriate training programs were lacking for supervisory and middle management employees across all types of libraries. Data analysis also revealed that the top three barriers to pursuing CPD programs were lack of suitable training programs, too costly to pay from personal funds, and lack of opportunities for career advancement. Three areas of potential improvement pertaining to LIS employees’ engagement in CPD activities were identified. The findings are expected to provide some basic data for developing a CPD plan and strategies for the LIS sector in the Maldives.

Evidence-based practice profiles of nurses: a transcultural study†

Abstract Objective To compare (i) the evidence-based practice (EBP) profiles and (ii) socio-demographic characteristics of nurses in 4 selected low-middle income countries (LMICs). Methods A cross-sectional survey was conducted among 677 nurses from 4 hospitals in 4 countries (Afghanistan, Ghana, Iran, and Uganda). Results The findings revealed that there are significant differences between the 3 EBP subscales (that is, practice/use, attitude, and knowledge/skill) across the 4 countries (P < 0.05). No significant EBP differences were identified across age groups and gender in the subscales of practice, knowledge, and attitude. Practice and knowledge subscales were significantly associated with working schedules (that is, part-time and full-time) (P < 0.05). Analyses also revealed significant differences between attitude and knowledge subscales and working experience (P < 0.05). Conclusions Nurses in the 4 countries have moderate practice, attitude, and knowledge/skills of EBP. Nurses in LMICs require continuous professional development programs and support to enhance their practice and knowledge regarding EBP in clinical settings.

“Buslish” in East and Southeast Asian business – a role for continuing education

PurposeThe aim of the research, in the East and Southeast Asia context, is to explore the advantages and problems of Buslish (business facilitation English) for managers and to generate suggestions for maximising the use of Buslish as a critical resource in organisational effectiveness, including potential educational support and its required technology.Design/methodology/approachData aimed to explore the issue were collected from a multi-country sample of 31 non-native English speakers, using a semi-structured questionnaire, plus in-depth interviews (10) with some respondents. Data were analysed using a mixture of descriptive statistics and logical argumentation.FindingsThe authors found a strong agreement that Buslish is important in the chosen setting, but there are problems in practice. Views on the importance of style and precision of the language actually used varied considerably. A key practical implication is that there is a role for English continuing professional development (CPD) courses.Practical implicationsFirms should support the development of English language skills of employees, certainly at management level and perhaps also at shop floor level. Suitable courses could be offered in firms' CPD programmes. Employees who are native speakers should be encouraged to enunciate clearly for non-native speaker colleagues, not to use slang and not to speak too quickly. While the authors encourage the use of contemporary communication technologies (e.g. virtual classrooms), they maintain that these should be supplementary in nature, supporting, rather than replacing, face-to-face learning formats.Originality/valueA key aspect of the originality of the work is derived from the specific location, primary data collected and the creative nexus of the initial issue and its educational requirements, including technologies.

Exploration of the Pedagogy of Civic Education in Social Studies Lessons to Support Learner Transformation in Selected Schools in Masaiti district: A Hermeneutic Phenomenological Approach


 
 
 
 
 
 
 
 
 
 
 The paper examines how the teaching of Civic Education in Social Studies lessons is conducted to support learner transformation. The study was qualitative in nature, driven by a hermeneutic phenomenological design. Twelve (12) participants from selected schools and the Ministry of Education District Education Board Secretary’s office were sampled through homogenous purposive sampling. Data generation for the study was through semi-structured interviews, semi-structured questionnaires, observation schedules and document analysis. What emerged from the study was that teacher-centred mode of delivery was mostly used by teachers of Civic Education during classroom delivery as compared to use of learner-centred activities. Further, it was discovered that there were very few teachers who were trained in Civic Education. Hence, most of the teachers who taught Civic Education component in Social Studies lessons were trained in other subjects such as History, Geography, Business Studies, Psychology, Religious Education and Special Education among others. Therefore, these teachers taught the component on secondment basis due to the shortage of qualified teachers of Civic Education in schools. In this regard, the study revealed that these teachers had limitations in pedagogical knowledge. Therefore, the study recommended among others that teachers of Civic Education should employ 21stcentury teaching approaches (learner-centred activities) during their delivery. In addition, the Ministry of Education should employ more qualified teachers of Civic Education in schools. Further, it was recommended that the Ministry of Education and the Curriculum Development Centre through the District Education Board Secretary officials and school authorities should enhance Continuous Professional Development programmes (CPDs) in schools.
 
 
 
 

Knowledge, Confidence, and Perception Toward Therapeutic Drug Monitoring Among Physicians and Pharmacists in Kuwait.

Therapeutic drug monitoring (TDM) helps ensure an efficient and safe therapeutic outcome. This study assessed physicians' and pharmacists' knowledge, confidence, and perception regarding clinical pharmacokinetics and TDM. A cross-sectional survey that used a self-administered questionnaire was used. A stratified random sample of 322 physicians and pharmacists across 3 Kuwait public hospitals was surveyed. Descriptive and comparative statistical analyses were performed during data analysis. A multivariate logistic regression model was used to identify factors associated with low levels of knowledge and confidence and negative perceptions among the subjects. The response rate was 88%. Overall, the respondents' mean total knowledge score percentage was low (50.3%), with no significant difference between the physicians' and pharmacists' scores ( P > 0.5); 60.4% of the participants (95% confidence interval: 54.9-65.6) felt confident when using TDM in their practice. Most participants expressed positive perceptions (90.1%; 95% confidence interval: 86.3-92.9) toward TDM. There was high agreement internally that pharmacists require some knowledge of TDM, should be asked by physicians in general for recommendations on the appropriate use of TDM, and should be able to provide relevant information regarding the appropriate use of TDM. Physicians and pharmacists in this study had high confidence in-and the positive perceptions of-TDM and its clinical implications. The present study's findings indicate an urgent need for professional education and training in clinical pharmacokinetics and TDM and its clinical implications through continuous professional development programs and its integration within the curricula of medical and pharmacy schools.

ENVIRONMENT-BASED IPA PRACTICUM TRAINING FOR TEACHERS OF JUNIOR HIGH SCHOOL, KABUPATEN ACEH TIMUR

Practical activities have a very important role in science learning, because they can improve the quality of learning which leads to improving the quality of students. The purpose of implementing this community service activity is to provide knowledge and skills to science subject teachers in conducting experiments through science practicum by utilizing environmental-based materials and tools. In addition, it is also expected to support the Continuous Professional Development Program through the Zoning-Based Learning Competency Improvement (PKP) organized by the Ministry of Education and Culture through the Directorate General of Teachers and Education Personnel (Ditjen GTK). This activity was carried out at SMP Negeri 1 Idi, with the number of participants as many as 70 science teachers at the junior high school level in Kabupaten East Aceh. The methods used in this activity are socialization, training and assistance in the use of environmental-based science practicum tools and materials, as well as education on the use of environment-based science practicum guides. The results of the positive participant response activities were seen from the increase in the interaction of participants' questions and answers during the discussion and the results of the teacher's professional assessment questionnaire answers on average, namely 81.6% belonging to the good category

Utilization of Technology in Continuing Professional Development and Training for Healthcare Providers: Current Trends and the Future Post-COVID-19 Era

Background: The Coronavirus Disease 2019 (COVID-19) pandemic has triggered a global emergency in all social realms, including but not restricted to the economy, health, and education. The health sector requires all healthcare professionals to be well-equipped with the latest advances in knowledge and research through Continuing Professional Development (CPD) and postgraduate training programs such as residencies and fellowships.1 These educational endeavors have been severely affected and potentially compromised since they heavily rely on learning through face-to-face interactive activities.2Methods: This is a narrative review that discusses the utilization of distance learning in CPD and postgraduate training programs, and the potential for a more active utilization in the post- COVID-19 era as one of the effective tools to meet healthcare practitioners’ education, training, and professional development needs. Results: Through this review, we propose a shift towards a more active utilization of online tools for on-site and distance healthcare training and CPD activities, via online platforms that offer video and audio facilities. The advantages of this approach include the flexibility of using such methods, being more convenient, cost-effective, as well as promising continuity even in challenging situations like the current pandemic, aiming at equipping healthcare personnel with the necessary skills and knowledge to ensure safe and effective care for their patients. This is in consideration to several key features for effective distance learning platforms.3Figure 1 is a conceptual framework that summarizes this approach and addresses the problem, solutions, and challenges to overcome. Conclusion: The current traditional educational model of healthcare training, education, and CPD have been challenged in terms of its effectiveness and continuity, especially during complicated situations like the COVID-19 pandemic. Therefore, this model needs to evolve and utilize distance learning solutions in the era post-COVID-19, in order to guarantee its continuity to equip healthcare workers with the needful skills for safe and effective patient care.

Aligning the Working Needs of Teachers to Continuous Professional Development Programmes in the Nanumba North District of Ghana: Interrogation within the Ambience of Policy and Practice


 
 
 
 Professionals all over the world including teachers need to update their knowledge and skills often through diverse Continuous Professional Development Programmes (CPDP’s). Using the Descriptive Survey Design and Mixed Method Approach, this paper assesses the policy requirements and the potency of these training programmes in relation to the working needs of teachers within the Nanumba North District of the Northern Region of Ghana. The study sampled 100 teachers and 20 administrators in various Basic Schools in the district. Mainly, questionnaires and in-person interviews were used in soliciting data. Data management and analysis in this study was done using the SPSS version (23). Even though the study did not entirely dismiss the fact that the Ghana Education Service appreciates the importance of CPDP’s, the findings strongly revealed that CPDP’s in the district do not align with the working needs of participating teachers. Organizers choose areas they deem important without conducting needs assessment for training engagements. It is recommended that CPDP’s must be incorporated into the teacher training curriculum and backed by law and thus support and address the operational needs of the Ghanaian teacher. 
 
 
 
 

A review of the continuous professional development system for pharmacists

BackgroundThe Portuguese Pharmaceutical Society (PPS) implemented a system of Continuous Professional Development (CPD) for pharmacists in 2004. This system has evolved throughout the years, and currently all active pharmacists in Portugal are required to participate in the CPD program. Each CPD cycle takes 5 years. In each cycle, pharmacists must collect 15 CPD points, through participation in educational activities. The PPS accreditation process is managed via an online platform, where education/training providers, as well as pharmacists themselves, can submit educational activities for accreditation. Pharmacists may access their CPD status and assess their development at any point. The objective of this study was to analyze and review the educational activities submitted by providers over a 11-year period (2009–2019).MethodsData from activities were retrieved from the PPS CPD online platform. All educational activities were labeled according to the area of pharmaceutical professional focus, type of promoter, and activity type.ResultsDuring the study 3685 activities were analyzed. Over the last decade, submitted activities for accreditation increased in 52.6%. A significantly high proportion (98.9%) of these activities has been accredited. Promoters of activities were mostly pharmacies sectoral associations (29.6%), consultancy/training companies (19.6%), the PPS (18.5%), pharmaceutical industry (17.7%) and wholesalers’ consortia (9.0%). Academia represented only 2.3% of the total amount of educational activities. The most frequent topics were related to “pharmacology & pharmacotherapy” (9.9%), followed by “counselling” (9.8%) and “management & administration” (7.2%). The most accredited type of activities was face-to-face (68.9%) and e-learning trainings (13.1%).ConclusionsThis study shows increasing interest in submitting CPD activities for accreditation between 2009 and 2019, but it also demonstrates that Academia could play a more interventive role in the lifelong learning education of Portuguese pharmacists.

The Effect of Changing Models for Changing Times in Context of a Teacher’s Continuous Professional Development Programmes in Innovative Pedagogical Practices

The Effect of Changing Models for Changing Times in Context of a Teacher’s Continuous Professional Development Programmes in Innovative Pedagogical Practices

The Importance of Sociocultural Factors in Moderating the Applicability of Test-Enhanced Learning to Continuing Professional Development.

Many studies have shown that repeated testing promotes learning, an effect known as test-enhanced learning. Although test-enhanced learning has been well-established within health care trainees, there are mixed findings of whether testing facilitates learning within continuing professional development (CPD) contexts. This piece argues that for testing to support learning in CPD, there is need to understand the various social, cultural, and structural factors that influence clinicians' willingness to participate in regular testing activities. The solution to this problem is conceptual in nature, whereby CPD programs must consider how learning cultures shape practicing clinicians' perspectives toward testing.

Continuing professional development programs for general dentists in Isfahan province, Iran: Interests, priorities, and obstacles

Continuing professional development (CPD) is a life-long learning process for all health-care members including dentists to improve their knowledge and skills in their profession and provide the best quality services. This study aimed to assess the needs, priorities, and obstacles of attending dentists in these programs in Isfahan province, in 2020. This descriptive-analytical cross-sectional study was performed on general dentists in Isfahan province. Data were collected through a three-part questionnaire, online and on paper; it included demographic information, prioritization of seven disciplines, and scoring of 33 dental subfields, as well as obstacles limiting participation in the CPD programs. This questionnaire was developed and validated by researchers. Statistical analysis was carried out through Mann-Whitney, Kruskal-Wallis, and Chi-square tests, and a significance level of 0.05 was considered. Of 326 dentists (90.5% response rate) participating in this study, 157 were (48.2%) female, and most of them were in the high work experience group (45.1%). The highest mean scores standard deviation related to the dentist's interest and needs, among the seven dental disciplines, belonged to practice management (6.68 [2.9]), oral and dental reconstruction (6.29 [2.55]), and pediatric dentistry (6.291 [2.87]). On the other hand, lack of time (70.6%), inefficient teaching methods and organization (65%), and irrelevant topics (58.6%) were the most common obstacles limiting dentists in the CPD programs. Based on the results of this study, dentists in Isfahan province reported more interest and need to participate in some fields of CPD courses including practice management, pediatric dentistry, and oral and dental reconstruction. Thus, a system for continuing education based on dentists' needs and preferences is highly suggested.

Perceptions of Teachers Towards Inclusive Education: The Case of Early Childhood Centres in Sissala East District

The study investigated teacher perception towards inclusive education in Early Childhood Centres in Sissala East District in Upper West Region, Ghana. The study adopted a sequential explanatory mixed-methods design. A sample of 150 teachers in the Early Childhood Education centres were selected using census and homogeneous sampling techniques. Questionnaires and interviews were used for data collection. Descriptive statistics were used to analyse the quantitative data while qualitative data were analysed in themes. The study found that: most early childhood teachers in the Sissala East District had a positive perception of inclusive education. It was also evident that most early childhood teachers in the Sissala East District believe that factors such as lack of teacher training; insufficient resources; limited administrative support; teachers’ attitudes; large class sizes and poor building infrastructure influence their perception of inclusive education. The study concluded that teachers in early childhood centres within the Sissala East District have a positive view of inclusive education. However, variables such as a lack of teacher training, insufficient resources, limited administrative support, teachers’ attitudes, large class numbers, and inadequate building infrastructure impact their perspective of inclusive education. Based on the key findings, the study recommended that teachers in early childhood centres in Sissala East District should be motivated by early childhood coordinators and headteachers to have positive perceptions of inclusive education. Again, the ministry of education should offer enough and consistent teacher support services, such as teaching assistants, and continuous professional development programmes to improve the efficacy of inclusion and minimise teacher stress.

Competency and Attitude of Pharmacists in the Management of Common Ailments Among Community Pharmacy in Adama Town, Adama, Ethiopia, 2021

Community pharmacists are one of the most accessible of all health workers in the community, who are playing a key role in the delivering the primary health care services. Traditionally pharmacists' role is mostly confined to dispensing medication and provides public health services rarely. The current role of community pharmacists should include dispensing medicines with a prescription or without a prescription, advice patients during dispensing of prescription and non-prescription drugs, deliver drug information to health professionals, patients and to the public, and promotes health programmes. This advancement in pharmacy service demands competent pharmacists. The objective of the study was to evaluate the competency and attitude of pharmacists in the management of common ailments among community pharmacies in Adama Town, Adama, Ethiopia, 2021. A cross sectional study was conducted on 44 pharmacists working at community pharmacies in Adama Town from April 30 to July 30, 2021. Data was collected by face-to-face interview. Data was cleared, categorized, compiled, and coded before analyzed by using SPSS version 26.0. Descriptive statistics computed for the study variables and frequency distribution tables and figures was used to describe the findings. Majority of the study participants, 23 (52.3%), were males, the mean age of the participants is 33 years old. The study revealed that 26 (59.1%) were competent [mean > 0.7815, SD=0.27] while 40.9% were incompetent [mean < 0.7815]. Accordingly 50% of respondents had positive attitude (mean > 3.67) while the rest, 50% were negative attitudes. Lack of knowledge or clinical skills, lack of access to additional training programs and lack of time are the major reasons for incompetency. Majority of the community pharmacist are competent. But, 50% of the pharmacists had a negative attitude toward managements of common ailments. Reasons for incompetency such as inadequate knowledge, lack of access to training programs, inadequate time and the negative attitudes of pharmacists may be barriers for managements of common ailments. Town Health Bureaus should organize and provide in-service training and advocate managements of common ailments as one area in a continuous professional development program to pharmacists working in community pharmacies.