Scaling Online Continuing Professional Development for Pharmacists in Mauritius: Insights and Outcomes from an 18-Month Implementation

Author(s) and Affiliation(s)

A. S. Illaiee, Founder,Pharmacist, IslandFarmacy  

Vasheen Mohammad Kasamally Esmael, Registrar, Pharmacy Council of Mauritius 

Arshad Muhamod Saroar, CPD Chair, Pharmacy Council of Mauritius 

Nil affiliations 

Contact Information

Email: islandfarmacist@gmail.com

registrar@pharmacycouncilofmauritius.com

Abstract

Face-to-face CPD for pharmacists has traditionally been required in Mauritius as part of the continuous registration process. However, COVID-19 and the need to accommodate the national Equality Act (which aligns with the UK Equality Act, covering disability, age, medical conditions, and pregnancy) highlighted the need for more flexible and accessible CPD delivery methods. In response, we launched a pharmacist CPD programme in January 2023 using webinar and self-paced formats.

The paper highlights our first 18 months of initiative findings in numerous critical areas:

Adoption and Reach: We examined online CPD programme demographics, engagement, and reach. Online learning acceptance was modest at first, but over 35% of registered Pharmacists used the site during the 1st 18 months.

Learning Results: We show measurable increases in participants' confidence, skills, and professional practices from the online CPD.

Technology: We evaluated CPD's digital tools and platforms for efficacy and user satisfaction. The data show great user satisfaction and successful technology use.

Implementation problems included technology barriers and participant opposition. The paper discusses how feedback and co-production improved programme efficacy and how these issues were solved.

Finally, we address the long-term benefits of online CPD and make recommendations for future programmes to ensure expansion and effectiveness.

We found that online CPD is becoming more popular in Mauritius, showing that with proper support and enhancement, such programmes can boost professional development in emerging economies.

Keywords

Online Continuing Professional Development, CPD, Pharmacists, Mauritius, Technology Adoption, Webinars, Self-Paced Learning, Professional Development,

Introduction

Background and Rationale for the Study

Continuing Professional Development (CPD) is a mandatory requirement for pharmacists in Mauritius to maintain their registration and ensure they stay updated with the latest advancements and practices in their field (Mauritius Pharmacy Council, 2021). Traditionally, CPD for pharmacists in Mauritius has been conducted through face-to-face workshops, seminars, and training sessions. While these methods have been effective, they also present challenges such as limited accessibility for those in remote areas, time constraints for busy professionals, and difficulties for individuals with disabilities, medical conditions, or other personal circumstances (Singh et al., 2019).

The emergence of the COVID-19 pandemic further highlighted the limitations of traditional CPD formats. The need for social distancing and restrictions on gatherings made it imperative to explore alternative methods for delivering CPD (World Health Organization, 2020). Additionally, Mauritius has been witnessing rapid growth in technology adoption, driven by its status as an emerging and growing economy (Mauritius Economic Development Board, 2022). This technological advancement provided an opportunity to transition CPD to an online format, making it more accessible and flexible for all pharmacists.

The National Equality Act in Mauritius, emphasizes the importance of providing equal opportunities for professional development regardless of disability, age, medical conditions, or pregnancy (Government of Mauritius, 2017; UK Government, 2010). These factors collectively underscored the need for a more inclusive and adaptable approach to CPD, leading to the implementation of online CPD programs.

Overview of Traditional CPD and the Need for Online CPD

Traditional CPD methods, such as in-person workshops and seminars, have long been the cornerstone of professional development for pharmacists in Mauritius. These sessions typically involve interactive learning, case studies, and hands-on training, which are beneficial for professional growth (Hawthorne & Anderson, 2018). However, these face-to-face formats also have inherent limitations:

Accessibility: Pharmacists in remote or rural areas may find it challenging to attend in-person sessions (Mahmood et al., 2019).

Time Constraints: Busy professionals often struggle to fit scheduled sessions into their demanding work routines (Brugha et al., 2018).

Inclusivity: Individuals with disabilities, medical conditions, or personal circumstances such as pregnancy may face barriers in attending in-person events (Equality and Human Rights Commission, 2020).

Pandemic Impact: The COVID-19 pandemic necessitated social distancing and restricted gatherings, making traditional CPD sessions impractical (World Health Organization, 2020).

The shift to online CPD addresses these challenges by offering webinars and self-paced learning modules. These formats allow pharmacists to access training from anywhere, at any time, and at their own pace. 

Objectives of the Study

The primary objectives of this study are to:

1. Evaluate the Adoption and Reach: Analyze engagement rates, and the overall reach of the online CPD programs over an 18-month period.

2. Assess Feedback: Measure the impact of the online CPD on participants' confidence, skills, and professional practices through feedback tools 

3. Examine Technology Utilization: Investigate the digital tools and platforms used in the delivery of online CPD, assessing their efficacy and user satisfaction.

4. Identify Challenges and Solutions: Identify challenges encountered during the implementation of the online CPD program and the strategies adopted to overcome these challenges.

This study aims to provide valuable insights into the effectiveness of online CPD, highlight best practices, and offer guidance for future initiatives within the healthcare sector in Mauritius.

Literature Review

Online CPD for Health Professionals in Africa (LMICs)

Continuing Professional Development (CPD) is essential for healthcare professionals to maintain competency and stay updated with advancements in illness prevention, early intervention, and pharmaceutical care. In low- and middle-income countries (LMICs) in Africa, including Mauritius, where resources may be limited, online CPD offers a promising solution to overcome barriers such as geographical isolation, limited access to traditional educational resources, and the need for flexible learning opportunities (Heldal et al., 2020).

In contrast, health professionals in high-income countries (HICs) benefit from more established infrastructure and greater access to educational resources, including sophisticated online learning platforms (Mahmood et al., 2019). However, both settings face common challenges such as ensuring the relevance of CPD to local healthcare needs and maintaining engagement among busy professionals (World Health Organization, 2010).

Pharmacists as Essential Frontline Experts in Illness Prevention and Early Intervention

Pharmacists play critical roles in illness prevention, early intervention, and pharmaceutical care globally. In LMICs, including many African countries, pharmacists often serve as primary healthcare providers, particularly in rural and underserved areas where access to physicians may be limited (WHO, 2021). CPD is crucial for pharmacists to stay updated with evidence-based practices in disease prevention, early detection, and appropriate medication use.

Research has shown that online CPD can effectively enhance pharmacists' knowledge and skills in LMICs, contributing to improved patient outcomes through better management of chronic conditions, timely interventions, and adherence to treatment protocols (Jokelainen et al., 2018). However, challenges such as internet connectivity, digital literacy, and resource constraints must be addressed to maximize the impact of online CPD initiatives in these settings (Mehl et al., 2019).

The Role of Drugs in Healthcare Delivery

Ensuring safe and effective use of medications is a cornerstone of healthcare delivery worldwide. Pharmacists play a pivotal role in educating patients and healthcare providers about drug safety, interactions, and adherence to treatment regimens. Online CPD programs provide pharmacists with opportunities to deepen their understanding of pharmacotherapy, pharmacovigilance, and regulatory frameworks, which are critical for promoting patient safety and optimising therapeutic outcomes (Paudyal et al., 2018).

In LMICs, where access to comprehensive drug information may be limited, online CPD can empower pharmacists to make informed decisions regarding drug therapy, mitigate risks associated with medication errors, and contribute to public health initiatives aimed at reducing the burden of preventable diseases (Kiguba et al., 2018).

This literature review underscores the importance of online CPD for health professionals in LMICs, particularly pharmacists, in enhancing their capacity to prevent illnesses, intervene early, and effectively manage pharmaceutical care. By addressing the unique challenges and opportunities in these settings, online CPD initiatives can strengthen healthcare systems, improve patient outcomes, and promote sustainable development in Africa and other LMICs.

Methods

Description of the Study Design

This study employs a descriptive research design to evaluate the adoption, engagement, and effectiveness of an online CPD platform for pharmacists in Mauritius. By collecting and analysing anonymized data from CPD submissions, we aimed to gain insights into participant demographics, course completion rates, and feedback to understand the impact of online CPD on pharmacists' professional development.

The retrospective study period spanned 18 months, starting from January 2023, encompassing various CPD modules delivered through webinars and self-paced learning formats. The collected data were systematically analysed to identify trends, challenges, and areas for improvement.

Participant Demographics and Sampling Methods

The participants of this study were registered pharmacists in Mauritius who utilised the online CPD platform. Participation in the CPD programs was voluntary, and all pharmacists were encouraged to engage with the platform to fulfil their mandatory CPD requirements. This was done by adding the details of Island farmacy to the central list of CPD providers. A Youtube ‘how to’ channel was created and email communication was sent to all pharmacists

To ensure a comprehensive analysis, we anonymized the responses from all CPD submissions on our online platform. This approach aligns with ethical standards for protecting participants' privacy and confidentiality (Creswell & Creswell, 2017). The data collection focused on the following key aspects:

• Course Enrollment: Data on the number of courses pharmacists enrolled in provided insights into their engagement with the platform.

• Course Completion: Tracking course completion rates helped evaluate the effectiveness and usability of the online CPD modules.

• Feedback: Participant feedback was collected to assess the perceived value, content quality, and overall satisfaction with the CPD courses.

We did not use demographic information on participants' gender or age to maintain simplicity and focus on the primary research objectives. The decision not to use  this information was based on previous research indicating that gender differences can significantly influence engagement and learning outcomes in online education, while age may have less impact in professional CPD settings (Artino et al., 2014; Bernard et al., 2004).

References for Study Design

• Anonymized Responses: Collecting anonymized responses ensures participant confidentiality and reduces response bias, which is crucial for ethical research practices (Creswell & Creswell, 2017).

• Gender and Age: We did not use demographic information on participants' gender or age to maintain simplicity and focus on the primary research objectives. This information was based on previous research indicating that gender differences can significantly influence engagement and learning outcomes in online education, while age may have less impact in professional CPD settings (Artino et al., 2014; Bernard et al., 2004).

Course Offerings and Structure

Our online CPD program for pharmacists is designed to provide flexible and comprehensive professional development opportunities. Courses are offered in two main formats: self-directed modules and webinars.

Course Duration and CPD Points ( 9 required to maintain registration annually)

• 1 hour of learning = 1 CPD point

• 3 hours of learning = 2 CPD points

• 5 hours of learning = 4 CPD points

Program Evolution

At the program's launch in 2023, an initail selection of courses was offered, focusing on fundamental areas such as obesity, asthma, diabetes, and hypertension. In 2024, the course offerings were significantly expanded to cover a broader range of topics, including mental health, dermatology, and advanced quality improvement practices. The following table provides a detailed overview of the courses, their release years, and formats:

Data Collection Methods

In this study, data were collected through a combination of online forms, assessments and user feedback. 

Online forms 

Surveys were administered to gather  information and to assess participants' initial acceptability and perceptions and expectations of the online CPD platform. The forms included questions on:

• Professional Background: Information on participants' roles iin pharmacy.

• Courses required: what did they want to study

• Initial Expectations: Participants' goals and motivations for engaging with the CPD courses and what other courses would be of interest in the spirit of co-production.

Assessments

MCQ style ssessments were used to evaluate the impact of the CPD courses on participants' knowledge, skills, and professional practices. These assessments included:

• Knowledge Tests: Multiple-choice and short-answer questions related to the course content to measure knowledge acquisition.

• Skills Assessments: Practical scenarios and case studies to evaluate participants' application of learned skills in real-world contexts.

• Self-Assessment: Participants rated their confidence and competence in the topics covered before and after completing the courses.

User Feedback

User feedback was collected continuously to gauge participants' satisfaction with the courses and to identify areas for improvement. Feedback mechanisms included:

• Course Evaluations: Participants provided ratings and comments on the content, delivery, and relevance of each course.

• Suggestions for Improvement: Open-ended questions allowed participants to suggest enhancements and additional topics for future courses.

• Engagement Metrics: Data on course enrollment, completion rates, and time spent on each module were analysed to understand engagement patterns.

Data Analysis

The collected data were anonymized to ensure participant confidentiality. Quantitative data from surveys and assessments were analysed using statistical methods to identify trends and measure learning outcomes. Qualitative data from user feedback were coded and thematically analysed to extract common themes and insights.

Results

Adoption and Reach

Registered Pharmacists: 

The study targeted all 565 registered pharmacists in Mauritius, focusing on their use and engagement with the online CPD platform. 

Engagement Rates:

Over an 18-month period, 203 pharmacists, representing 35.93% of the total pharmacist population in Mauritius, accessed the online CPD platform. This demonstrates a significant adoption rate, especially considering the platform's recent introduction. 739 CPD points were submitted to the Pharmacy Council of Mauritius

The table below provides a detailed breakdown of the monthly engagement rates, including the number of order forms completed and the corresponding CPD points submitted:ans from March, 2023, to November, 2023, providing a comprehensive view of ordering habits over an eight-month period.

Our analysis of ordering trends reveals several key patterns. The morning period, particularly from 9 AM to 11 AM, shows a significant spike in activity, indicating a preference for placing orders early in the day before work or study schedules begin. A second peak occurs during the early to mid-afternoon hours, around 4 PM to 6 PM, likely due to users taking advantage of lunch breaks or free time. The highest ordering frequency is observed in the evening, particularly between 6 PM and 8 PM, suggesting users prefer to place orders after their daily commitments. While weekdays show consistent activity, weekends see more orders in the evenings, reflecting more flexible schedules.

The distribution of CPD submissions by hour of the day reveals distinct patterns. Submissions peak between 9:00 AM and 11:00 AM, accounting for approximately 28% of total submissions, indicating that many professionals engage with CPD activities early in the workday, possibly during breaks or before their workload intensifies. There is a secondary peak between 3:00 PM and 6:00 PM, suggesting continued engagement later in the workday as professionals wrap up tasks or revisit CPD requirements before the day ends. Submissions decrease towards the evening, with a notable decline after 6:00 PM. Only a small percentage of submissions occur during late evening hours, indicating that CPD engagement significantly tapers off outside of typical working hours.

Weekly Variations: Submissions consistently peak on weekdays, notably on Thursdays and Fridays, correlating with the end of the workweek. This trend suggests that professionals are likely completing CPD requirements before the weekend, leveraging their weekday schedules for more focused learning and assessment activities.

Monthly Insights: Across the months, engagement remains generally steady throughout the year indicative of professionals proactively by fulfilling CPD obligations with a surge before the deadline for submissions in November. 

Implications

Protected time

Peak submission times can guide time allocation, ensuring adequate support and assistance during periods of high engagement both from online CPD providers and Pharmacy operations.

Program Design

Insights into when professionals prefer to engage with CPD activities can inform the design of programs, such as scheduling webinars or releasing new course materials during peak engagement hours.

Wellbeing

Aligning program availability with professionals' preferred engagement times can enhance Wellbeing and overall program effectiveness. Our review suggests that professionals in Mauritius are able to complete CPD during work based hours. This is interesting as most CPD in person programs are organised after work hours. 

Feedback Outcomes:

The feedback tool aimed to gather views  on various aspects of our CPD courses. Participants were asked to provide ratings on a scale from 1 to 5, with 1 being excellent and 5 being poor, across several dimensions:

1. How did you find the ordering process? Respondents overwhelmingly rated the ordering process positively, with the majority giving ratings of 1 (excellent) or 2 (very good). This indicates a high level of satisfaction with the ease and efficiency of ordering our CPD courses.

2. How did you find accessing the materials? Accessing the materials also received highly positive feedback, with most participants rating it as 1 (excellent). 

3. How did you find completing the assessment? Completing the assessment was generally seen as appropriate by most respondents, with ratings primarily falling in the 1 (excellent) or 2 (very good) categories. 

4. Would you consider booking further CPD courses with us? The vast majority of participants expressed a strong likelihood of booking further CPD courses with us, with almost all respondents giving ratings of 1 (definitely yes).

5. Would you recommend us to your colleagues to book CPD courses with us? Similarly, nearly all respondents indicated they would recommend our CPD courses to their colleagues, with the majority giving ratings of 1 (definitely yes).

Positive Online Learning Experiences at Island Farmacy CPD Courses

Island Farmacy's CPD courses have garnered enthusiastic praise from participants, highlighting a transformative learning experience that combines convenience with comprehensive knowledge acquisition. Participants have described the courses as "well elaborated," "informative," and "enriching," emphasising their appreciation for the depth and clarity of the content.

The online format has been particularly commended for its accessibility and user-friendly interface. Many respondents appreciated the ability to learn at their own pace, allowing them to balance professional and personal commitments effectively. (see Pharmacist ABC)

Moreover, the courses were highly valued for their relevance in addressing contemporary healthcare challenges. Participants expressed satisfaction in discovering "latest findings" and gaining insights into new treatment approaches. For instance, one respondent highlighted how the course on diabetes provided insights into local initiatives aimed at reducing diabetes cases in Mauritius.

Integration of Constructive Feedback

Among the critical feedback received, participants initially expressed some apprehensions with using the online platform and faced challenges with assessment submissions. These comments prompted improvements in user guidance and technical support. Adjustments were made to simplify assessment submission procedures and enhance technical support, ensuring that participants feel supported throughout their learning journey. (See Pharmacist D). Another theme was to be Less assessment focussed. CPD  learners from elder generations are engaged with learning the content but less engaged in carrying our assessment based course completions

Overall, the feedback paints a highly positive picture of participant satisfaction across all aspects of our CPD courses, from the ordering process to accessing materials, completing assessments, and the likelihood of future bookings and recommendations. These insights are crucial for us to maintain and improve the quality of our courses, ensuring continued satisfaction and loyalty among our participants.

Discussion

Technology Utilisation

In the early stages of our program, we utilised various tools and platforms to monitor and analyse user engagement and device preferences. Google Analytics played a crucial role in this process, providing us with detailed insights into user behaviour and technology usage patterns. Additionally, we gathered verbal feedback from participants to supplement our data analysis.

Our findings indicated that most users initially accessed the learning materials using Windows OS (primarily through Edge and Chrome browsers) and macOS devices (via Safari and Chrome browsers). This trend aligns with research suggesting that desktop and laptop computers are often preferred for initial learning phases due to their larger screens and more stable internet connections, which facilitate a better user experience for comprehensive content consumption (Smith & Caruso, 2010).

As users became more comfortable with the content and the learning platform, we observed a significant shift towards mobile technology. An increasing number of users began accessing the materials through Android and iOS devices. This transition suggests that mobile technology, with its portability and ease of access, is more conducive to sustained engagement and learning on-the-go (Rossing et al., 2012).

Studies have shown that mobile learning (m-learning) offers several advantages, including flexibility, convenience, and the ability to integrate learning into daily routines (Ally, 2009). Our data supports these findings, indicating that mobile devices play a pivotal role in enhancing user engagement and facilitating continuous learning.

By leveraging Google Analytics and verbal feedback, we were able to track these trends accurately and adapt our approach to support the evolving needs of our users. The shift towards mobile learning underscores the importance of optimising content for various devices to ensure accessibility and maximise user engagement.

Challenges and Solutions

Extended Support Hours: 

Initially, our office hours were from 10 AM to 4 PM, Monday to Friday. However, we quickly realised that many learners completed their CPD activities outside these hours. To better support them, we extended our availability beyond regular office hours. This ensured that learners could receive timely assistance, improving their onboarding experience and resolving any queries or issues they encountered promptly.

Flexible Learning Environment: 

While we did not conduct a formal comparison between face-to-face (F2F) and online training, feedback indicated that the flexibility of the online format was highly valued. Learners appreciated the ability to set their own pace, which allowed them to immerse themselves more deeply in the material. The absence of a traditional classroom setting seemed to facilitate a more personalised and effective learning experience.

Permanent Access to Materials: 

Another advantage highlighted in the feedback was the ongoing availability of study materials. Learners could access these resources at any time through their portfolio library, which supported continuous learning and allowed them to revisit the content as needed. This perpetual access helped reinforce knowledge and skills over time, contributing to better long-term retention and application.

By addressing these challenges with targeted strategies, we aim to enhance learner engagement and ensure that our online CPD programs effectively support a strategic vision of professional development and a greater degree of self accountability and probity.

Comparison with Existing Literature

Our findings are consistent with existing research on the benefits and challenges of online CPD. Studies have shown that online learning can offer flexibility, convenience, and access to a wide range of resources, which can enhance engagement and learning outcomes (Allen & Seaman, 2017). The shift from desktop to mobile device usage observed in our program is also reflected in the literature, which highlights the increasing role of mobile technology in education (Gikas & Grant, 2013). Additionally, our finding that learners appreciated the flexibility and resource availability of online learning is supported by research indicating that these factors can contribute to positive learning experiences and outcomes (Hrastinski, 2008).

Our findings match current literature on online CPD's pros and downsides, however various counterarguments and limitations must be considered:

Some research suggest that online learning can isolate and limit engagement compared to face-to-face interactions (Bernard et al., 2009). Online environments may not encourage social contact and peer participation needed for effective learning. While our feedback indicates high satisfaction with the online format, we need to investigate if and how these potential limitations influenced our participants and consider adding interactive components or discussion forums to address them.

Technology and digital literacy can hinder online learning (Kirkwood & Price, 2014). Some students lack consistent internet access or the abilities to utilise online platforms. Our participants appreciated the accessibility and flexibility of our courses, but we should explore if any had technological difficulties and provide additional support or resources to ensure equitable access.

Online learning may reduce depth and quality, especially for complicated topics that benefit from hands-on practise and real-time feedback (Means et al., 2009). Our good feedback on course content and delivery suggests high-quality learning. However, improving our evaluation procedures to guarantee learning results satisfy traditional in-person training requirements, especially for practical skills, could improve our services.

Problems with assessment A learner's understanding and talents may not be accurately assessed online (Hewson, 2012). The literature discusses cheating, technological issues, and assessment structure. Our participants generally liked the evaluations, however submission issues suggest a more reliable and user-friendly method. Proctored exams or practical demonstrations may solve these issues.

Online learning requires self-motivation and discipline (Kauffman, 2015). These traits may not be in all students, lowering completion rates and engagement. Our program's adaptability was lauded, but student motivation and involvement are crucial. Regular check-ins, reminders, and motivational rewards can keep students engaged.

Our findings may be restricted by self-selection bias, where input comes from individuals with positive experiences, and the lack of a control group (Allen & Seaman, 2017). To better assess the efficacy of online CPD initiatives, future research should include surveys from a wider audience and comparative studies with other CPD forms.

Implications of the Findings for Online CPD

• Our programme evaluation has various implications for online CPD programme design and implementation. 

• Our findings emphasise the need for mobile-friendly CPD programmes. Making learning materials mobile-friendly can boost engagement and suit busy schedules.

• Support outside office hours is essential. Flexible assistance can help learners succeed since many CPD activities occur outside of work hours.

• Low module submission rates can be addressed by clearly communicating the importance and advantages of these actions. Motivation and incentives for finishing these modules may also help.

• Comparing online and face-to-face training can reveal their effectiveness. Understanding each format's pros and cons can help create better CPD programmes.

• Continuous access to learning materials and resources is crucial for engagement and retention. Resource portals and online libraries enable this.

Our findings emphasise the need for flexibility, mobile accessibility, and ongoing assistance in online CPD programmes. Addressing these elements improves learner engagement and outcomes, improving professional growth.

The Pharmacy Council of Mauritius sets the maximum CPD course pricing, hence we have not addressed cost impact on learners in this study. 

Limitations of the Study

Although this study has yielded great results and interesting insights, it is important to acknowledge numerous limitations:

A comparative analysis was not performed to directly compare the effectiveness of face-to-face (F2F) training with online CPD. While feedback indicates that online learning has distinct advantages, conducting a systematic comparative study would yield more conclusive data regarding the relative efficacy of each technique.

The majority of the feedback and data collected were obtained through self-reporting by the learners. This strategy may lead to bias, as participants might overestimate their level of involvement or the program's efficacy due to social desirability or recollection bias.

The study did not thoroughly investigate the technology obstacles encountered by learners, such as problems with internet connectivity, device compatibility, or lack of digital literacy, which may have affected their learning experience. It is worth mentioning that certain firewall and antivirus settings prevented some users from accessing the site. This issue was rectified by communication with the Island Farmacy staff.

The study does not include an examination of the broader aspects of reflective practice. The assessment of reflective practice was constrained to the number of submissions, without a thorough examination of the calibre and profundity of the reflections. This constraint poses a challenge in accurately evaluating the actual influence of online contributions of reflective practice on professional growth.

Recommendations for Future Research

Based on the findings and limitations of this study, several recommendations for future research are proposed:

1. Expand Sample Size and Diversity: Future studies should aim to include a larger and more diverse sample of participants to improve the generalizability of the findings. This approach could involve targeting different professional fields or geographic regions to understand the broader applicability of online CPD programs.

2. Conduct Comparative Studies: To better understand the relative effectiveness of online versus face-to-face CPD, future research should include rigorous comparative studies. These studies could employ experimental or quasi-experimental designs to assess learning outcomes, engagement levels, and overall satisfaction across different training formats.

3. Incorporate Mixed Methods: Utilising a mixed-methods approach that combines quantitative data (e.g., submission rates, usage statistics) with qualitative data (e.g., interviews, focus groups) would provide a more comprehensive understanding of learners' experiences and the impact of CPD programs.

4. Address Technological Challenges: Future research should explore the technological barriers that learners face in online CPD. Investigating issues related to internet connectivity, device compatibility, and digital literacy would help identify solutions to enhance accessibility and effectiveness.

5. Evaluate Reflective Practice: (see appendix) A more in-depth analysis of reflective practice submissions is recommended to assess their quality and impact. This could involve developing criteria for evaluating the depth and relevance of reflections and examining how reflective practice influences professional growth and learning outcomes.

6. Longitudinal Studies: Conducting longitudinal studies would help in understanding the long-term impact of online CPD on professional development. Tracking learners over an extended period could provide insights into how CPD influences their career progression, skills application, and ongoing learning.

7. Explore Motivational Factors: Investigating the factors that motivate learners to engage with specific CPD modules, such as reflective practice, QI, and safeguarding, would be valuable. Understanding these motivators could inform strategies to enhance participation and engagement in these critical areas.

By addressing these recommendations, future research can build on the current study's findings, providing more robust evidence and insights to inform the design and implementation of effective online CPD programs.

Summary of Key Findings

The online Continuing Professional Development (CPD) program for pharmacists in Mauritius revealed several significant findings:

1. Technological Utilization: Initially, most learning was conducted on Windows OS (Edge and Chrome browsers) and macOS (Safari and Chrome). As learners became more comfortable, there was a notable shift towards using mobile devices, primarily Android and iOS. This shift suggests that mobile technology enhances engagement and accessibility.

2. Challenges and Adaptations: The program faced challenges related to the availability of support outside office hours, initially restricted to 10am-4pm on weekdays. Adaptations were made to provide support beyond these hours, recognizing that many learners completed their CPD outside traditional working hours. Feedback highlighted the lack of a comparison between face-to-face and online training, though learners appreciated the flexibility and accessibility of online CPD.

3. Feedback and Continuous Improvement: Learners valued the continuous availability of study materials and the flexibility to learn at their own pace, enhancing their ability to immerse themselves in the material. This feedback underscores the importance of providing accessible, flexible learning resources.

Final Thoughts on the Impact and Future of Online CPD in Mauritius and the wider world 

The transition to online CPD by the Pharmacy Council of Mauritius, initiated in response to the COVID-19 pandemic, has proven to be a crucial step in ensuring continuous professional development while minimising the risk of disease spread. The success of this initiative within the pharmacy community in Mauritius highlights its potential for scalability to other Low and Middle-Income Countries (LMICs) and more developed regions in Africa, Asia, and South America.

The concept of CPD, as a culture of lifelong learning, is essential for maintaining and enhancing the competence of healthcare professionals. As pharmacists take on increased responsibilities, CPD programs must continue to evolve, ensuring that they remain relevant and effective. Our findings suggest that online CPD offers significant advantages in terms of accessibility, flexibility, and cost-effectiveness, which are crucial for supporting the continuous professional development of pharmacists globally.

By addressing the identified limitations and incorporating the recommended strategies for future research, online CPD programs can be further optimised to better meet the needs of healthcare professionals. This will not only enhance individual competence but also contribute to the overall quality of healthcare services provided, ultimately benefiting patients and communities worldwide.

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Appendices

Data Availability Statement

The data and materials supporting the findings of this study are available from the corresponding author upon reasonable request. This includes anonymized data sets, survey instruments, and any other relevant materials used in the analysis of the online Continuing Professional Development (CPD) program for pharmacists in Mauritius. Researchers interested in accessing these materials for further analysis or replication studies are encouraged to contact

Out of scope- Reflective practice and non clinical CPD

Away from digital space and out of scope but worth mentioning, one of the key challenges we faced was encouraging participation in reflective practice and wider professional development activities. We assumed that the learning community would be better able to submit reflective pieces around clinical work. This was evident from the low submission rates: only two submissions for reflective work. Other low submissions were eight for Quality Improvement (QI), and six for safeguarding. This highlighted a significant area for development, as these activities are crucial for professional growth and maintaining high standards in practice.  The situation remains that Pharmacists continue to identify topics relating to therapeutics/pharmaceutical care (83%) as the highest area of interest. 

Encouraging reflective practice and non-core professional development remains an area for improvement. Reflective practice is essential for personal and professional growth, enabling learners to critically analyze their experiences and apply insights to their practice (Schön, 1983). To foster greater engagement, we propose the following measures:

• Incentives for Participation: Introduce rewards or recognition for completing reflective practice submissions and CPD modules.

• Peer Support Networks: Create forums or groups where learners can share experiences and insights, encouraging a collaborative learning environment.

• Regular Check-ins and Feedback: Schedule periodic check-ins to discuss progress and provide constructive feedback, motivating learners to stay engaged.