Position
ASHP recognizes that well-educated and highly skilled pharmacy technicians have important 1
roles and responsibiltites in the pharmacy enterprise, and that a safe and effective medication-2
use process depends significantly on the skills, knowledge, and competency of those pharmacy 3
technicians. To properly fill these roles, pharmacy technicians require standardized education, 4
training, and competency assessment. ASHP advocates that states encourage this education, 5
training, and assessment through the development and adoption of uniform state laws and 6
regulations requiring licensure of pharmacy technicians. 7
Background
Pharmacy technicians practice in a variety of settings and have varied roles and 8
responsibiltities, ranging from those suitable for technicians meeting minimum requirements 9
for education, training, and experience, to complex, advanced, or specialized roles that require 10
additional education, training, and demonstration of competency. 11
The role of pharmacy technicians is a significant focus of the ASHP Pharmacy Practice 12
Model Initiative (PPMI), the goal of which is “to significantly advance the health and well-being 13
of patients by developing and disseminating a futuristic practice model that supports the most 14
effective use of pharmacists as direct patient care providers.”1 ASHP strongly believes that 15
advancing the pharmacy practice model will require changes in the way that pharmacy 16
technicians are educated, trained, regulated, and incorporated into pharmacy practice 17
dependent upon their capabilities. The Consensus of the Pharmacy Practice Model Summit2 18
recommends the following regarding pharmacy technicians: 19
1. ASHP should define a scope of practice, including core competencies, for hospital and 20
health-system pharmacy technicians. 21
2. Uniform national standards should apply to the education and training of pharmacy 22
technicians. 23
3. To support optimal pharmacy practice models, technicians must be certified by the 24
Pharmacy Technician Certification Board (PTCB). 25
4. By 2015, PTCB should require completion of an accredited training program before an 26
individual may take the certification examination. 27
5. To support optimal pharmacy practice models, technicians must be licensed by state 28
boards of pharmacy. 29
6. All distributive functions that do not require clinical judgment should be assigned to 30
technicians. 31
7. Opportunities for technician specialization should be developed. 32
Purpose
The purpose of this statement is to outline the evolving roles and responsibilities of pharmacy 33
technicians, describe a model for educating and certifying pharmacy technicians, and propose a 34
legal and regulatory structure that reflects the evolving nature of pharmacy technician 35
responsibilities. 36
Roles and Responsibilities of Pharmacy Technicians
ASHP recognizes that pharmacy technicians have many different roles in a variety of health care 37
settings, with varying levels of responsibility and complexity, from those suitable for technicians 38
just entering the workforce to advanced or specialized roles that require additional education, 39
training, experience, and competency. 40
Entry-level pharmacy technicians. The following are topics that entry-level technicians 41
must have as a basic foundation for entry-level practice: 42
1. Pharmacology for technicians. 43
2. Pharmacy law and regulations. 44
3. Sterile and nonsterile compounding. 45
4. Medication safety. 46
5. Pharmacy quality assurance. 47
6. Medication order entry and fill process. 48
7. Pharmacy inventory management. 49
8. Pharmacy billing and reimbursement. 50
9. Pharmacy information system usage and application. 51
Advanced pharmacy technicians. Advanced pharmacy technicians who have additional 52
education, training, and competency assessment may perform tasks that require more 53
responsibility. Under the supervision of pharmacists, and with the approval of the state boards 54
of pharmacy, more advanced pharmacy technicians may be involved in, but not limited to, the 55
following: 56
1. Advanced medication systems. 57
2. Purchasing agent/ fiscal manager. 58
3. Technician supervisor/manager. 59
4. Medication reconciliation assistance. 60
5. Medication therapy management assistance. 61
6. Quality assurance and quality improvement. 62
7. Immunization. 63
8. Hazardous waste and its compliance. 64
9. Indigent care prescription programs. 65
10. Pharmacy technician education and training. 66 11. Community outreach. 67 12. DUE/ADR monitoring. 68 13. Industry. 69 14. Nuclear pharmacy. 70 15. Informatics.3 71
In today's era of flat economic growth, national healthcare evolution, declining 72
reimbursements, and increasing complexity of the healthcare market, pharmacy technicians 73
will need to advance to a level of business management that has not been required in the past. 74
Pharmacists and pharmacy technicians mustwork synergistically for targeted initiatives to 75
provide patient-care services through understanding of roles and utilization of resources.4 The 76
integration of pharmacy technicians into pharmacy care teams has been demonstrated in 77
database and interface management and in an analyst role, both with the goal of achieving the 78
highest level of care for patients.5 These roles include utilization reports and benchmarking by 79
educated and highly trained pharmacy technicians, who provide organization information to 80
pharmacists ready for decision-making.6 These pharmacy technicians require high-quality 81
education to develop a sufficient competency of diseases, the medication-use process, 82
documentation systems, and databases.6 83
In management, pharmacy technicians are an untapped resource, although some are 84
already performing informal leadership roles independently.7 These individuals are essential to 85
pharmacy services, as they can provide leadership in supervisory roles and tasks,7,8 freeing 86
pharmacists to devote their attention to other areas of patient care.9 ASHP believes there must 87
be an emphasis within leadership teams to ensure the success of these technician leaders 88
through the elimination of perceived technician practice barriers, enhancement of educational 89
opportunities, and provision of increased mentoring sessions. 90
Specialized pharmacy technicians. ASHP recognizes there is a need for specialized 91
certification of pharmacy technicians who perform activities involving a high degree of 92
complexity and risk. PTCB is evaluating which specialty technician practices will evolve into 93
specialty certifications. Any pharmacy technician in an area of pharmacy practice designated for 94
specialty certification by PTCBmust have the appropriate certifications successfully completed 95
prior to practicing in that specialty area. ASHP recommends that PTCB carefully evaluate and 96
recognize emerging specialties as practice and patient needs evolve. 97
Education and Training of Pharmacy Technicians
Current educational models.No standardization exists for the education and training of 98
pharmacy technicians. Technicians attain the necessary knowledge base in a variety of ways, 99
ranging from on-the-job training to online or publication-based training, employer-based 100
structured didactic learning, or formalized study with programs that may or may not have 101
proper professional accreditation status. 102
Future models. To obtain the pharmacy technician workforce of the future, pharmacy 103
must attract the highest quality candidates. ASHP advocates that pharmacy technician 104
education ultimately become recognized as a degree program from an accredited source in 105
order to attract the best possible candidates. ASHP also supports testing candidates in reading, 106
verbal and written English communication, and math upon entrance into a technician program 107
to establish a minimum baseline of performance. 108
ASHP recognizes that differing roles for pharmacy technicians will require advanced 109
training and education beyond that of an entry-level technician. Education and training 110
requirements must reflect the responsibilities that technicians will have in their daily activities. 111
Ongoing competency assessment must be required for such advanced or specialized technician 112
job roles. In addition to meeting the requirements to become PTCB certified, pharmacy 113
technicians also must undergo site-specific training to the specific roles and responsibilities that 114
they will perform. Any time a new role is introduced, there must be additional training specific 115
to that new job function. Quality measures must be employed in order to assess the accuracy of 116
the pharmacy technician functions. 117
ASHP advocates that all pharmacy technicians, from entry-level to specialty-trained 118
technicians, complete a pharmacy technician training program accredited by the Pharmacy 119
Technician Accreditation Commission (PTAC) for their education and training prior to sitting for 120
the PTCB exam. Further, ASHP advocates that pharmacy technicians must be PTCB certified and 121
maintain their certification through mandated continuing education and recertification. In 122
addition, changes to the PTCB certification process over the coming years will elevate PTCB’s 123
standards both for national certification and recertification.11 The new standards may require 124
mandatory background checks by 2014, completion of a PTAC-accredited education program by 125
2020, and modifications to the continuing education requirements for recertification. 126
Laws and Regulations Regarding Pharmacy Technician Licensure
Currently, only a handful of states require pharmacy technician licensure, several states do not 127
require either licensure or registration, and the majority require registration of pharmacy 128
technicians. ASHP advocates the development and adoption of uniform state laws and 129
regulations regarding pharmacy technicians. ASHP strongly advocates that those laws and 130
regulations eventually require that pharmacy technicians be licensed by state boards of 131
pharmacy to grant technicians permission to engage in the full scope of responsibilities 132
authorized by the state. 133
ASHP advocates that pharmacy technicians must be certified by the PTCB as a 134
prerequisite to licensure by their state board of pharmacy. The National Association of Boards 135
of Pharmacy (NABP) also advocates that pharmacy technicians become certified by the PTCB 136
before being licensed or registered by state boards of pharmacy.10 137
ASHP advocates that licensure of technicians must not permit the independent, 138
unsupervised practice of pharmacy technicians; that all pharmacy functions (e.g., medication 139
preparation and dispensing) must be performed under the general supervision of a licensed 140
pharmacist; and that licensed pharmacists and technicians be held accountable for the quality 141
of pharmacy services provided. 142
Conclusion
ASHP supports the advancement of pharmacy technician roles and responsibilities in order to 143
aid pharmacists in providing optimal patient care. In order to be effective in these roles and 144
responsibilities, it is imperative that pharmacy technicians have standardized education, 145
training, certification, and licensing requirements. 146
References
1. American Society of Health-System Pharmacists. Pharmacy Practice Model Initiative Overview. www.ashpmedia.org/ppmi/overview.html (accessed 14 Oct 2014). 2. American Society of Health-System Pharmacists. The consensus of the Pharmacy
Practice Model Summit. Am J Health-Syst Pharm. 2011; 68:1148-52. Available at: www.ajhp.org/content/68/12/1148.full.pdf (accessed 14 Oct 2014).
3. American Society of Health-System Pharmacists [ASHP]. ASHP Statement on the Pharmacy Technican’s Role in Pharmacy Informatics. Am J Health-Syst Pharm. 2014; 71:247-50.
4. van den Bemt P, van den Broek S, van Nunen A, et al. Medication reconciliation performed by pharmacy technicians at the time of preoperative screening. Ann Pharmacother 2009; 43: 968-74.
5. Weber E, Hepfinger C, Koontz R, et al. Pharmacy technicians supporting clinical functions. Am J Health-Syst Pharm. 2005;62:2466-72.
6. Ervin KC, Skledar S, Hess M, et al. Data analyst technician: An innovative role for the pharmacy technician. Am J Health-Syst Pharm. 2011; 58: 1815-8.
7. Thompson J, Swarthout MD. Developing pharmacy technicians across the leadership spectrum. Am J Health-Syst Pharm. 2012; 69: 1-2.
8. Shane R. Advancing technician roles: an essential step in pharmacy practice model reform. Am J Health-Syst Pharm. 2011; 68: 1834-5.
9. American Society of Health-System Pharmacists [ASHP]. ASHP long-range vision for the pharmacy work force in hospitals and health systems. Am J Health-Syst Pharm. 2007; 64: 1320-30.
10. Pharmacy Technician Certification Board. Certification Program Changes. Available at: http://www.ptcb.org/about-ptcb/crest-initiative (accessed 14 October 2014).
11. National Association of Boards of Pharmacy. Report of the Task Force on Standardized Pharmacy Technician Education and Training (September 2009). Available at:
http://www.nabp.net/news/assets/08TF_Standard_Pharm_Tech_Educ_Training.pdf (accessed 14 October 2014).
12. American Society of Health-System Pharmacists [ASHP]. ASHP Policy 1216, Pharmacy Technicians. Available at:
http://www.ashp.org/DocLibrary/BestPractices/PolicyPositions2014.aspx#POS1216 (accessed 14 October 2014).
13. American Society of Health-System Pharmacists [ASHP]. ASHP Policy 1015, Minimum Hiring Standards for Pharmacy Technicians. Available at:
http://www.ashp.org/DocLibrary/BestPractices/PolicyPositions2014.aspx#POS1015 (accessed 14 October 2014).
14. American Society of Health-System Pharmacists [ASHP]. ASHP Policy 0702, Pharmacy Technician Training. Available at:
http://www.ashp.org/DocLibrary/BestPractices/PolicyPositions2014.aspx#POS0702 (accessed 14 October 2014).
