Although this article is not a systematic review, it

provides a comprehensive and detailed review of the rules and regulations regarding the training and educational requirements of pharmacy technicians across different pharmacy settings in the USA. The future roles of pharmacy technicians are limited only by their education and the restrictions of individual states. Future duties may continue to change as the profession looks for new and innovative ways to utilize pharmacists as medication counselors and managers of patient care. Balancing the profession’s needs with patient care and the standardization of pharmacy technician training FLT3 inhibitor and examination remains the source of the controversy. With more incentives to participate in certification, as well as the recent surge BIBF 1120 clinical trial of support from employers, the profession of pharmacy should not hesitate to demand standardized national training for all technicians in the future. The Author(s) declare(s) that they

have no conflicts of interest to disclose. This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors. We express our sincere thanks to Robbie Davis, PharmD, Kalicharan Motheramgari, PharmD and Theodore Simmons, PharmD for their contributions towards the literature review reported in this paper. “
“Objective  To understand and clarify how professionalism is learnt, cultivated and facilitated in pharmacy education. Methods  Qualitative methodology involving three UK schools of pharmacy was used, including documentary analysis of course materials, interviews with seven teaching staff,

six focus groups with 38 final-year pharmacy students and observation of professional pharmacy practice classes. We used a ‘curriculum mapping’ framework; analysis was thematic, with triangulation of methods and constant comparison between groups of participants and schools. Linifanib (ABT-869) Key findings  Students and teachers found defining professionalism difficult, but they identified common attitudinal and behavioural attributes. These were predominantly based on students’ work experience, and role models were identified as particularly influential. Professionalism learning needed to be grounded and longitudinal throughout the curriculum. Practical classes and the use of real-life examples and role plays were influential; and teacher practitioners appeared particularly valuable due to their dual base in practice. Explicit statements in year books and codes of conduct were valuable, especially if they were reinforced and carried through. Conclusions  This study offers novel insights into professionalism learning during undergraduate education in the UK, by triangulating evidence from different sources and perspectives. It not only underpins the importance of professionalism learning but also highlights approaches which appeared valuable within the constraints of an otherwise artificial university environment.